CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Teachers are the most important part of the learner’s educational environment.

Without them, the other elements of the educational environment would be ineffective,

for they guide, direct, and stimulate learners in their goal seeking (Acero, 2000). They

play multifaceted roles, such that many are overwhelmed as to where they have to

concentrate. Some say that effective teachers are born with the skills to teach while others

believe that teaching effectively can be developed through-training and practice.

However, there are times when even the most experienced teacher feels

apprehensive at not being effective in her teaching. He/She gets frustrated at the way the

pupils behave, the pupils study habits, non-working of assignments given, and above all

the achievement of pupils.

Observations with teachers reveal that good teaching does not happen by chance.

For teachers to become effective, good planning and preparation are essential. These

included the activities to attain the objectives, what instructional materials are

appropriate, what questions should be asked, what teaching strategies to use and the kind

of assessment given as well feedbacking activities to improve instruction.

When pupils are asked what makes their teacher effective the most common

response is based on the characteristics of the teachers like being good, friendly,

approachable and who are knowledgeable and skillful in teaching their lessons,

nonetheless, teachers have limitations and shortcomings, they experience happiness,

loneliness, successes and failures.

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It is presumed that Makabayan teachers have background of general concepts and

principles about teaching; the content and concepts of the disciplines which are integrated

into Sibika at Kultura and Heograpiya, Kasaysayan, Sibika (HEKASI) in the elementary

curriculum. Pupils should receive a helpful tool towards the development of the

necessary skills needed for the effective teaching of HEKASI.

The teaching of Makabayan is anchored on the relationship among men and

environment. Examples of these are relationships among people, between people and

institutions, between people and environment, and between people and values. It provides

for the development of self-realization and civic responsibilities in the pupil. Social as

well as cultural changes are reflected in the social structures, institutions, values and

customs (Gonzales, 1994).

Makabayan teachers should acquire expertise by teaching the aforecited facts.

They should engage in cycles of learning during which they try a practice, observe in

effects, and decide how and when they will use similar practice. The process is often

carried on without a great deal of conscious attention and rather unsystematically by

most teachers. What distinguishes those who learn best, however, is the very level of

conscious reflection and the quality of information they bring to bear in determining the

effects of practice in a particular context. The best teachers know not only what they are

doing but why it is working and why it is likely to work in one kind of environment and

not in another. Although they may have some natural personality characteristics that

support their success, they also work very hard at their teaching and continually try to

improve.

A number of parents, supervisors and administrators have commented on the

teaching effectiveness and teaching styles of teachers in Makabayan. They classify them
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according to a number of dimensions how the teachers approach their pupils, the ways in

which they think learning takes place, and personal strengths and preferences. As a

Makabayan coordinator in the district of Trento, the researcher is challenged to make a

study on the instructional competencies of Makabayan teachers.

Conceptual Framework of the Study

Makabayan is the venue where students see their sense of nationalism. It shall be

delivered using different modes like separate subject teaching; integration of the four

subjects components using themes and eclectic or combination approach (Ulit, 2000).

For EPP at the beginning of the school year, teachers are expected to prepare a

schedule of the learning strands based on the PELC that will be taught each grading

period. Although 40 minutes is allotted to EPP as one teaching block daily, the school

may design alternative longer time schedule of 120 minutes/day to give enough time for

hands-on exploratory work once or twice a week. This can be done through careful

planning and coordination with the other teachers of the Makabayan components (HKS

and MSEP).

MSEP are integrated in Sibika at Kultura for Grades I-III. These can be used as

spring board or outcome of the lessons but if there’s a need to formally teach the

elements of Music, Arts and PE the teacher may do so Hence, the teacher can get some of

the time allotted for Makabayan. For grade IV MSEP is given 20 minute period and 40

minute period for Grades V and VI to be taught daily. However, the teacher/s may plan a

three week cycle in such a way that each component will receive equal time allotment.

The child can also participate in various interest groups such as musical organization

intramurals, scouting and other recreational activities.

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While each subject components of Makabayan can be taught with specialization,

its approach is more on creative tension and more interdisciplinary. The Standard is not

necessarily on pedagogical approaches but also in researchers and experimentation. The

results are students with knowledge, attitude, skills and mastery in behavior.

Focused on the educational movement of integration, you can develop using

prototype lesson plans which serve as the culminating lessons to wrap up the unit lesson.

Makabayan teachers are encouraged to prepare more integrative lessons like some of the

following activities: Planning and preparing together the integrated lessons; Teaching

remedial lessons in their own specialization; Teaching enhancement lesson in their own

specialization.

According to Brookfield (1998) in the integration lesson, the following guide and

references are to be used.

 A matrix of the themes that cut across subject areas: this matrix also
reflects the learning competencies of the subjects areas that serve as
point of integration.

 Unit lesson plan or resource plans which can further be broken down
into weekly and daily lesson plans.

He further stressed that transactional Analysis is a form of group therapy based on

the three positions or roles (Child, adult and parent). It can be carried on as “games” in

which subjects alternately assumes roles in order to provide verbal outlets for undesired

responses.

Flexibility

It is not rigid.
It is capable of being modified.
It is responsive to the changing position.
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It is open to influences.

Teaching Learning Process

 Delivers the breath and depth

 Students think of various areas

 Students make conviction

 Students interacting with each other

 It develops deeply seated assumption on:

- the learning process

- the subject matter
- the students
- the teaching processes
- the curriculum

Critical reflection on act of clarifying one’s assumptions it involves looking

deeply into fundamental assumption that underlies current beliefs and practices. For

Generic, it reviews academic materials through simple resources together; and create

games (note cards). Introduce the lesson into the classroom. Expound the information. It

should be done kinesthetically and visually. Change to the higher level of thinking. Make

your responses unique and imaginative as advocated by Gonzales (2002).

The schematic diagram illustrates the professional preparation of Makabayan

teachers, the teaching effectiveness of teachers, the independent variables. These are

tested to get an overview of some basic informations on instructional strategies and to

situate this information within the general context of effective teaching. The result of the

achievement tests of Makabayan since the inception of the Basic Education Curriculum

(BEC), the dependent variable is analyzed and interpreted.

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Independent Variables Dependent Variables

Professional
Preparation Profile

- Educational
Qualification
- Teaching
Experience Achievement
- In-Service
Training Proposed

Level of

Instructional
Grade VI Intervention
Competencies of
Makabayan
Teachers Pupils in

- Traits of Program
Effective
Teaching Makabayan
- Teaching
Styles
- Teaching Skills
- Guidance
Skills
- Evaluation
Skills

Figure 1. Schematic Diagram of the Study

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Statement of the Problem

This research is anchored to determine the instructional competencies of teachers

in Makabayan and the achievement level of Grade VI pupils in the district of Trento,

division of Agusan del Sur; SY 2006-2007: basis for an intervention program.

The specific problems focuses on:

1. What is the professional preparation profile of teachers teaching Makabayan

in the district of Trento, in terms of:

educational qualification

teaching experience

in-service trainings attended

2. What is the level of instructional competencies of Makabayan teachers in the

areas of:

traits of effective teacher

teaching styles

teaching skills

guidance skills

evaluation skills

3. Is there a significant difference in the level of instructional competencies of

Makabayan teachers in the five areas cited?

4. What is the achievement level of grade VI pupils in Makabayan?

5. Is the achievement level of pupils influenced by the professional preparation

profile of teachers and the level of instructional competencies of Makabayan teachers?

6. What intervention program is necessary to enhance the effectiveness of

teachers?
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Hypotheses

These hypotheses are tested at .05 level of significance.

1. Ho1: There is no significant difference in the level of teaching effectiveness of

teachers on the areas cited in 2.1 to 2.5.

2. Ho2: The achievement level of grade six pupils is not influenced by the

professional preparation profile of teachers and their teaching competencies in

Makabayan.

Significance of the Study

Effective teaching is based on the teacher’s concern to time-honored

quadrumvirate contents, concepts, skills and values. Because of this concern, this study is

very much beneficial to the following:

Curriculum Makers. The result of this study shall make curriculum makers

reassist Makabayan program that is anchored on the relationship among men, and

environment. These relationships are among people and environment people and values.

Administrators and Supervisors. The result of this study will pave the way for

them to closely monitor the strengths and weaknesses of Makabayan program and

provide remediation to overcome weaknesses of teachers and pupils to produce effective

outputs.

Administrators and supervisors can ensure that pupils learn the right content,

concepts, skills and values. They can treat and propose specific teaching strategies in the

different areas of Makabayan program, particularly, HEKASI, Industrial Arts, Music and

Arts and Physical Education.

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Teachers. The teachers can gather insights from this study on what to teach and

how to teach the subjects specific teaching strategies will be pointed out in teaching the

four areas of Makabayan. Teachers will be presented a wide range of measurement

options to be able to determine which are most appropriate for a given evaluation

situation.

Pupils. The pupils, the end users will be benefited much for they will receive

helpful tool toward the development of necessary skills for them. The cognitive, affective

and psychomotor achievement of the pupils will be enhanced.

Scope and Limitation of the Study

The research is confined to the teaching effectiveness of teachers in Makabayan

and the achievement of grade six pupils. It is directed to all the Makabayan teachers in

the district of Trento, Division of Agusan del Sur.

The primary aim of the research is bring up the standard of teaching Makabayan.

With this, it purports to solve the persistent problem of low achievement level.

The time frame is SY 2006-2007.

Definition of Terms

The definition of some terms are given as used in the study.

Achievement Level. This refers to the result of the division test given at the end of

the school year to point out the strengths and weaknesses of pupils and to improve

instruction.

Evaluation Skills. The term refers to the yearly achievement or summative test

given to pupils. Analysis and interpretation of test, use of table of specification and

formative test from part of the skills.

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Guidance Skills. This connotes the assistance to the pupils in the form of

problems, needs and interest of pupils, making them interactive learners, progress of

pupils, attendance and tardiness, doing assignment and etc.

Level of Effectiveness. The term refers to the traits of successful teacher, their

teaching styles, skills, guidance and evaluation skills used to make the achievement of

pupils 75% proficiency level and up.

Teaching Skills. This refers to the strategies and techniques used by the teachers

in teaching Makabayan; like cooperative learning, peer teaching, thematic approach,

brainstorming and etc.

Traits of Effective Teacher. This refers to teacher’s use of variety of IM’s, use of

verbal and non-verbal behavior, giving praises to pupils, and concern in and out of the

classrooms for pupils.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter gives some readings in related literature and studies. It comprises

brief review of salient concepts that would reinforce the research. The materials serve as

learning guide that facilitate the process of the instrument of the study.

The parts and contents of the instrument of the study stem from the summation of

insights in these readings.

Related Literature

The development of a well defined strategy to achieve the desired educational

change is the task of curriculum planners. Strategy is defined as a series of well-

organized and closely-knit steps designed to achieve a set of objectives. Strategy is a

decision-making process, every part of which is dependent on one another. Any part of it

cannot be altered without affecting the other parts. If one decides to use the conceptual

approach in the development of his unit. Such decision will necessarily lead to other

decisions such as what will be the theme developed, what concepts and sub-concepts are

to be used as organizing ideas, what activities should be undertaken, in what sequence

should they be undertaken to maximize the desired effect, what materials should be used,

and how these should be evaluated. The process of decision-making sometimes becomes

even more complicated as one tries to evaluate the effectivity of a strategy.

The development of a strategy involves the following steps. (Ulit, 2002)

1. Planning – This step involves the formulation of aims and objectives. it may

be done by a group of teachers in the school or only by one who handles the subject.

During this state, the following factors are taken seriously:

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1.1. The nature of the subject matter

1.2. The nature of the learner
1.3. The availability of materials

2. Execution – This stage involves the implementation chosen. The skill, as well

as the teacher’s personality, are important factors which influence the results of the

strategy. During this phase the alert and observant teacher can quickly detect the strength

of weakness of the strategy. A quick assessment of the strategy may be done and

modification should be permitted without disrupting the smooth flow of the teaching-

learning process.

3. Evaluation – The final assessment of the effectivity of the strategy can be

achieved by evaluating the extent of achievement of the objectives. this aspect will be

discussed later in this text.

The emphasis of this model is the development of concepts or generalizations. It

moves from the initiation of the lesson through a series of activities to develop the

concept or generalization and finally to the culminating activity in which the students will

formulate generalizations.

The use of the inquiry approach in History and Civics involves a variety of tools

and techniques, which requires the skillful use of both the teacher and the pupils. These

techniques are sequentially arranged and serve as step’s to arrive at the desired results.

The following are some suggested techniques like field trips, simulation, and interview.

1. Field trips – This may be a trip within the neighborhood or other communities.

A trip to museums historical landmarks public buildings and centers of

learning will provide the pupils with firsthand information of how things were

in the past. Such experiences will not only provide information but will also
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develop a greater interest among the children. The use of field trips involves

the following steps:

Setting and clarifying goals and objectives.

Preparing for the trip.

Seeking the approval of the school head.

Seeking the permission of the parents.

Making arrangements for the transportation.

Preparing the students for the field trip; plan for group

assignments, orient the children on the standards of behavior

expected, safety measures, appropriate dress, the place and time

of assembly, and departure time.

During the trip itself; guide the children on the important points to be

observed. Help the students raise questions and record data gathered.

Reporting of data gathered: Guide the children on how they are going to

organize their data for reporting. Help the students formulate

observations and conclusions.

Evaluation of the trip: Gather feedback from the children. Evaluate whether

the formulated objectives were achieved. Finally, get some suggestions

from the children.

2. Simulation games. Simulation games are models of real life situations.

Guidelines are set so that the participants will perform according to the

expected outcome. The following steps may be taken:

Introduction: Describe the players’ role, provide the guidelines to be followed:

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The fame itself. Observe the players and the non-players. The alert teacher

should be quick to note the students’ behavior during the game.

Evaluation: The teacher evaluates how effective the game was in achieving

the objectives, i.e. Can it still be improved? Can the roles be more

clarified? Can the rules be improved?

3. Interview. Interviews are helpful in providing the students with the experience

of acquiring first hand information from expert individuals. The children’s

parents, persons in the neighborhood and the community are good prospects

of interviewees. Persons who can offer a lot of information are the senior

citizens of the community who have witnessed many significant events taking

place. The following steps may be taken:

Introduction. Prepare the pupils for an interviewing experience. Guide them in

formulating questions which are relevant to the objective. Orient the

pupils on the materials which may be useful during the interview such as

a tape recorder, paper, pen, etc. A mock interview may be conducted in

class to help the more timid members of the class. Orient the pupils on

the following steps.

Make an appointment with the interviewee.

Come on time during the scheduled interview, equipped with

necessary tools.

Ask only relevant questions.

Thank the interviewee for the help extended.

Feedback. Help the pupils organize their data. Help the pupils report the data

in class, summarize the data and formulate conclusions.

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Evaluation. Provide the pupils with the opportunity to assess the experience

and their tools for the interview. Ask suggestions if there are any.

The inquiry approach is basically a cognitive process. It provides the development

of the various levels of thinking by exposing the students to the various strategies for

cognitive development. For this purpose the teachers’ art of questioning exposes the

children to the gradual development of the levels of thinking. Therefore, questions should

be developmental. That is, each question provides for the development of the next one.

Hilda Taba designed strategies for this purpose, and is presented here in the order by

which they are recommended for use. (Mehlinger 1981)

Concept Development
(Classifying)

1. What do you see (notice, find etc.) here?

2. Do any of these items seem to belong together?
3. Why would you group them this way?
4. What would you call these groups?
5. Could some of these belong to only one group?

Applying Generalizations

1. Suppose that a particular event occurred given certain conditions. What would
happen? (What would happen if …?)
2. What makes you think that would happen?
3. Can someone give a different idea about what would happen?
4. If that happened, what do you think would happen after that?

John Michaelis (1972) developed strategies for the development of various levels

of thinking. He grouped his strategies into low-level processes and high-level processes.

The low-level processes are recalling, observing, comparing/contrasting,

classifying, defining, interpreting, generalizing.

Recalling
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1. Is the question (problem) clear?

2. What clues will help us to recall needed item?
3. Do examples given thus far make you think of others?

History teaching is always meant to relate the present to the past, for it is through

the understanding of the past that one develops a grasp of the current events and, thus,

make wise decisions for the future. History teaching is also meant to provide models and

inspiration for the pupils. Great men and women who can stand for bravery, nationalism,

courage, patriotism and other desirable values are so many in the books of history. Their

lives can serve as patterns worth emulating.

Finally, history teaching aims to develop among the children knowledge and

skills, as well as values and attitudes which will enable them to become worthy members

of their community and good citizen of the country.

Civics and Culture in the past was considered a collection of separate subjects.

Today it plays a vital role in the development of the patterns of behavior of man. It

consists of integrated components, two of which are civic (political education) and

culture (anthropology). As a political science, it concentrates on the processes, behaviors

and institutions; relations among political systems; public policies; and ideas and

doctrines about government and political system. The cultural branch of anthropology is

most useful for it provides insights into ways of behaving and models of various methods

of solving human problems. Language has contributed insights into improved reading

materials. Artifacts provide actual models of cultures of the past. As a whole, these two

discipline of social education will lead to citizen training. (Donald Barnes 1996)

Every individual should be adequately informed about his social and physical

environments and should have his individual capacities developed to the point where he

can function successfully within the environments. As stated in our National

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Development Goals and Educational Objectives, the individual should seek his own

identity as a Filipino and be a self-reliant and self-sufficient person. Acquisition of the

correct facts, skills and values through social education, specifically, active involvement

in training related to civic responsibility, self-realization and human relationships should

enable one to become this kind of Filipino.

Citizenship education is not solely the responsibility of social studies, although it

cannot be taken separately from this subject, but is included in all subjects like languages,

sciences, arts and others. It has this characteristic of being flexible. There is also no single

style or content of citizen education. Each country has its own idea of what citizenship

entails. It should be stressed that perhaps the most comprehensive of all social studies

education is helping young children become “good citizens”. However, the development

of a good citizen is a much more complex task than that of transforming education into

indoctrination. A social studies curriculum should be addressed to multiple objectives –

all of which would effectively contribute to the ultimate development of a citizen

committed to the ideals of democracy.

One concern of citizenship education shared by social studies education

everywhere is the preparation of the youth to live in an increasing ly interconnected

global world. From outer space, Earth may appear as a fragile spaceship whose

passengers live in a delicately balanced environment. An assault upon that ecological

balance by one segment would affect the entire human community. The interrelatedness

of human kind may be a platitude to some, but it is an overpowering fact of life to all.

Global interrelatedness has begun to influence the social studies curriculum. In

many countries, the traditional way of organizing social studies was done according to

the “expanding environment”. Children were first introduced to their immediate

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environment (the home, school and neighborhood); they then learned about ever-

expanding geographic areas until, finally, by grade six or seven they were permitted to

study regions far removed from their own homes and neighborhoods. Unfortunately, such

a neat progression does not correspond with the real experiences of the children. Given

almost instantaneous global communications, more and more young children receive

messages from all parts of the world. The orderly progression implied by the “expanding

environment” is now irrevocably altered.

Citizenship education for global understanding seeks to develop in the learner not

only a planetary perspective but also the survival skills needed to ensure continued

existence of human species. High on the priority list of such skills are competencies in

decision-making that people require when confronted with such global problem.

The use of inquiry approach in teaching necessarily develops, among pupils,

inquiry skills which endure longer than the knowledge acquired. In the previous

discussions, it has been pointed out that the great emphasis is the “how” rather than the

“what”. The development of this skill will prepare the child to become a competent

inquirer and problem solver in the future. The inquisitive mind of the child is a very

fertile ground in which the seeds of the various inquiry skills can be sowed. Simple skills

may be develop in the lower grades while providing for the development of increased

complexity of skills in the higher grades.

Skill development in the elementary grades may be developed along the lines,

suggested by (H. Carpenter, 1995).

1. Gathering information

Observing accurately – One of the first avenues to learning is accurate

observation. It should be emphasized that observing is more than
just seeing. It means getting an impression of characteristics
beyond the surface of the observed. Opportunities to observe
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pictorials, models, graphic materials, and the immediate

environment should be provided for as often as possible.

Reading accurately – Like observation, listening is a basic tool of

learning. It is widely used in understanding concepts. Listening is
more than simply hearing. The child should be able to distinguish
similarities and differences in the things he hears.

Reading accurately – There is abundance of information in printed

materials. Skill is needed in the treatment of these materials in
history. The child should be able to identify useful materials, read
through the lines, and interpret the information presented in the
paragraph, graphics, or tabular forms. Closely related to the ability
of the child to read accurately is the possession of a wide
vocabulary. In the lower grades, simple words may be used which
will become increasingly complex in the higher levels.

Interpreting maps and globes correctly – Since history is basically

dealing with events, people and places, ability to interpret maps
and globes is essential in the understanding of history. By the end
of the child’s elementary grades, he must have been able to acquire
skill in locating places, interpreting legends, differentiating the
various kinds of maps, and relating geographical characteristics
with the history of a country.

2. Interpreting information

Organizing logically – The skill to put together data gathered into a

meaningful whole may be developed at the elementary level. The
child should acquire the ability to put under one table all the data
which should rightfully belong to it. Such process surely requires
logical thinking. He should acquire the skill to take down
important notes, make an outline, construct a simple table of
contents, and detect the main idea and supporting idea. A child
cannot master all these skills at the same time. But they are
closely related to one another such that the development of one
leads to the development of the others.

Evaluating accurately – The highest possible skill which one can

develop is the skill to evaluate, Evaluation is based on critical
thinking. This is manifested by the ability of the child to judge
information as worthy or not, relevant or irrelevant. When
presented with various conclusions or courses of actions, he can
weigh the implications and judge the condition as right or wrong,
acceptable or not.
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The teaching of history and civics in elementary education should start with the

understanding of the nature of the subject matter. History may be seen as science-oriented

or humanities oriented, subject matter-oriented, and value-oriented.

In the selection of subject matter contents for history in the elementary grades

care should be taken to take into account the following factors: the children’s point of

interests, the child’s entry behavior, the concept of time, chronology of events, and value

of events. To appreciate the beauty of history lies in the understanding of its conceptual

framework which is in reference to time.

Social education is provided for by the discipline called subjects and culture. As

the name suggests, it is anchored on political education and anthropology. It stressed on

the study of the child’s physical and social environment and how the child can perform a

role in such an environment. Thus, in the end, the child is expected to develop knowledge

and skills, values and attitudes which will prepare him for an active citizenship role in the

country.

The study of these disciplines should provide the child with a chance to develop

critical thinking. Thus, more emphasis is given the development of skills in acquiring

knowledge rather than the knowledge itself. The turn of the century witnessed the

occurrence of rapid growth and development in all areas of human considerations. Such

phenomenon resulted to knowledge explosion. Today, the child can only learn a little of

what there is to learn in the environment. To maximize the child’s opportunity to learn as

much as his mind can absorb, the child should develop an inquiring mind – a mind

capable of searching; analyzes what it sought; sifts what is analyzes; and creates a

meaningful whole from what it sifts.

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The child too, is confronted with complexity in life. Amidst this complexity, he

has to make choices and decisions. To prepare the child for this, the teacher should

provide for classroom experiences allowing the child to identify and clarify this values.

This will develop in the child a healthy attitude towards himself and others.

All of these approaches aim to develop an increasingly independent and self-

reliant child who can assume mature roles in the society.

Most geographers define geography as the study of spatial relationship. Its subject

matter includes physical, biotic, and social elements. However, it could be differentiated

from other social science disciplines in relation to its focus. It emphasizes the distribution

and relationships on phenomena according to a particular place being studied.

Today, geography is concerned with discovering the ways in which environments,

societies and places actually work and to suggest ways in which they may be made to

work cohesively. By and large, it is concerned with the analysis of social and

environmental processes. It is this deep and detailed descriptive knowledge of the

variability of societies and environments that keeps geography apart from other

analytical, social, and environmental science.

There are five traditions which reflect the scope of the field of geography (Sahon,

1993). They are as follows:

1. Physical geography or earth science tradition. Specifically, this is the study

of the surface of the earth, particularly the arrangement and function of natural
features. In this connection, the study includes the various land features of the
earth such as plain, valley, mountain, hill, and others; nature of the earth’s
crust (geology); the weather and climate of the atmosphere of the earth
(meteorology); vegetation that covers the earth and animal life that inhabits
the earth; and the action of animal life that inhabits the action of bodies of
water such as waves, tides and currents (oceanography). The usual approach is
descriptive.
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2. Regional geography or the area study tradition. This pertains to the

study of a region or an area of the earth’s surface, e.g., Southeast Asia,
the Middle East, Central America. In studying a region/area, specific
criteria are used such as location, origin of people, land forms,
economic activities, cultural traits, and others. Three types of regions
are commonly studied, such as:

21. Physical regions – Here the land features are basically alike, e.g.,
coastal plains river valleys, rugged mountainous land, etc.

22. Cultural regions – In this case, some aspects of man’s culture or

level of technology predominates e.g., the Central Plain of
Luzon, the corn belt of the Midwestern United States, etc.

23. Political regions – In this aspect, the regions are grouped along
the lines of territorial boundaries e.g., Scandinavian Buffer
States, Latin American, Southeast Asia, etc.

3. Cultural Geography or the mainland tradition. It pertains to the study

of the relationship between man and his environment. At times this
area is also called human geography or ecological geography. The
focus of interest is the interrelations of man’s cultural development
and the environmental conditions in which he finds himself.

4. Historic or geographic tradition. The study of the geographic change

of a region, as it has occurred over time, is the emphasis of this area. It
uses Time as its main dimension for studying spatial distributions and
patterns on the earth surface. By and large, it is chiefly concerned with
how the various features of the landscape have been combined to bring
about a change in such landscape.

5. Spatial geography or the locational tradition. This stresses the study

of spatial relations and spatial analysis which centers on the location of
places and patterns of distribution. This tradition or scope of
geography seeks to explain why such features as towns, cities, valleys,
mountains, human population an others are arranged as they are on the
earth’s surface and why there are differences in the densities,
dispersions, and patterns.
The above-mentioned traditions, scope or tradition approaches to geography

represent a broad continuum of research interest and methods of investigation along the

discipline of geography. It should be stated that they borrow freely from one another at

various times. However, taken singly, each of the traditions represents a distinct and valid

method of study; taken together, on the other hand, they reflect the broadscope of the
 23

field and the pluralistic approach used by modern geographers in their pursuit of

knowledge. Teachers teaching geography should therefore take cognizance of these

traditions or scope of geography to enable them to teach the discipline effectively.

Conceptual approach. The emphasis in the use of the conceptual approach is not

on the learning of isolated, unrelated facts, but on concepts and generations. The primary

purpose is to lead the learners to see meaning in the relationships of concepts to form

generalizations. Thus the chief objective of teaching students to recognize and draw

generalizations is to enable them to interpret and grapple with future problematic

situations in the light of such generalizations they themselves have discovered through

the skillful teaching of the teacher. Moreover, the use of the conceptual approach

necessitates the use of the processes in science. These are the processes of making

observation, making comparison, interpreting charts and the like, measuring accurately,

experimenting, communicating and others, so that teaching under the conceptual

approach results in in-dept learning and not merely covering (Ulit, 2002).

The Eclectic Approach. In teaching, this means selecting from different

approaches or styles, usually combination of two or more approaches to be used in

teaching a course. In geography, a teacher may try to combine the use of the regional and

the conceptual approaches. This means that the course outline is based on the various

regions to be studied. Then under each region the various concepts enumerated earlier

could be used in discussing said particular region. Thus, learning is deemed interesting, if

not more effective.

In selecting a particular approach to teach geography, the teacher uses a specific

strategy to accomplish the specific aims of his lesson for the day. The term “strategy” is

synonymously used with the term “method’. A teaching strategy is a plan conceived to
 24

attain the objectives of a particular lesson. It involves using a sequence of steps designed

to achieve a given purpose.

There are two general types of teaching strategies. They are the expository

strategy and the enabling presentation teaching. The latter is known as heuristic or

discovery teaching (Lardizabal, 1998).

In expository teaching, the teacher is the selector, organizer, imparter, synthesizer,

questioner, and examiner. The students merely do what the teacher tells them to do. On

the other hand, in the enabling strategy, the students learn to “think for themselves” as

they solve or tackle a problem confronting them. Here, the teacher acts as guide during

the teaching-learning situation. Thus, the students also acquire knowledge which is the

emphasis in the expository strategy.

The following are some of the more important teaching strategies in geography.

They can be categorized as belonging either to the expository or the enabling strategy.

The problem-solving strategy/method. This should be given the major emphasis in

teaching geography. Generally, its chief feature is that it is a process of careful and

conscious consideration of facts or other items of mental experience for the purpose of

arriving at rational conclusions.

This strategy uses two well-known thinking procedures, namely the inductive and

the deductive schemes. At time they are referred to as the discovery, scientific,

conceptual or even the inquiry methods. The specific steps followed under inductive

strategy are (a) Preparation, (b) Presentation (c) Comparison and Abstraction, (d)

Generalization, (e) Application, and (f) Evaluation. On the other hand, the deductive
 25

strategy uses the following steps: (a) Statement of Principle/Law/Theory/Generalization,

(b) Exploration, (c) Application, and (d) Evaluation.

The above steps under the inductive or deductive strategies can be modified

depending on the teacher’s perception of the subject matter and materials to be used. The

important thing to consider is that the students discover the concepts and the

generalizations themselves through the skillful guidance given them by the teacher.

The lecture method. Lecturing is not an outmoded method. At times, teachers give

lectures because it is an authoritative teaching method. Usually, it is given or used when

the subject matter is difficult or to supplement the textbook readings of the learners. It

becomes more effective if visual aids are presented e.g., in map reading the teacher uses

maps to illustrate his points. Its steps are as follows: (a) Preparation on the part of the

teacher; (b) Delivery not to be read, if possible; (c) Summary, and (d) Evaluation.

The project method. This has been defined as any unit of purposeful experience or

any instance of purposeful activity carried out in a life-like situation. It was first used in

vocational training courses but is now widely used in the academic disciplines. Projects

are of several categories, namely: Construction project – material or physical products;

Enjoyment project – concerned with the acquisition of some ability or degree of

knowledge, e.g., learning to outline, making observation or experiments, making

predictions; Problems project – concerned with the settlement of some intellectual

questions e.g., effect of nonconservation of natural resources on people, effects of

technology on the values of people.

The steps followed in conducting this strategy are (a) Purposing; (b) Planning; (c)

Executing; and (d) Evaluating. Students study geography using field study. Examples of

field studies are the following: observation of cultural and physical features; measuring
 26

distance, area, and extent; locating and giving direction to places; mapping; keeping daily

record of the weather’s temperature, precipitation, wind direction, wind speed, cloud

types, and so on; Observing weather’s signs, checking weather instruments, studying

local weather maps and predicting the next day’s weather; measuring precipitation: use a

straight-sided can and measure with a ruler; making transacts; making terrain sketches;

and keeping a geographic diary for short periods of the year; e.g., at the time of

equinoxes and solstices.

The field study if properly used is very effective in teaching geography. Primarily,

it arouses the learners’ interest to the fullest extent because they have to go to the field in

search of the answers to their problems. It also provides for individual differences

through individual differences through individualizing. Likewise, it assists the students in

formulating accurate concepts through first hand, real experiences. More importantly, it

develops skills in using the methods and tools of geography.

Question and Answer Strategy. This is also known as the recitation-discussion

method or the Socratic method of teaching. Generally, this is part and parcel of all

teaching strategies. Usually teachers use this to check given assignments. To be effective,

though, teachers should use higher level types of questions such as the analytical,

evaluative and synthesizing questions.

Laboratory Strategy. It is also called as the supervised study and directed student

activity method. Here, the students are usually given materials needed to solve their

problems. Tools and materials are therefore present for their use and complete

manipulation. Steps are: (a) Introduction guide sheet/laboratory manuals/workbooks are

given and explained to the students; (b) Work period; and (c) Culmination reports of the
 27

students on data gathered are made; class discussion is done; exhibits of various outputs

are observed; or test or examinations may be given.

Value Clarification Strategies. Values are broad concepts. They are, however,

parts and parcel of human cultural heritage in teaching on the differences of cultures

among people all over the world. This is because people of various regions uphold their

own values based on their social upbringing. Values usually refer to attitudes, ideals,

ethical traits, beliefs and others which the group considers worthwhile and necessary in

life. If the nation and the world are to survive, teachers must assume at least some of the

responsibilities of teaching values and clarifying those values that are different from what

the students observe in their own countries.

Some of the simple tactics or strategies for clarifying values are the following:

1. Using films to present attitudes. Documentary films about the beliefs and

traditions of other people and the reasons why such are being observed could

help influence change in attitudes. Prejudice and other attitudes are apt to

cause students to perceive things quite differently from what they expected.

2. Use value sheet. This is a set of questions which contain value implications

for students to consider and writer about.

3. Let the students find out facts and information for themselves. Challenge their

thinking by asking:

4. Use group pressure such as role playing and discussion group, Group

pressures are powerful molders of attitudes.

5. Discuss controversial issues. Try to help students understand the value

conflicts concerned in a specific issue.

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6. Utilize direct approach techniques such as debate, panel discussions,

dramatics, role playing, simulations, interview, committee work.

7. Use informal activities in which there is plenty of give and take, an casual,

incidental remarks and questions. Avoid using lecture and recitation when

trying to clarify values.

The following activities and techniques may be helpful to teachers in teaching

geography. Of course the strategy and the technique to be used in presenting a single

lesson depends to a large degree on the nature of the subject matter and the materials to

be used. The sample learning activities or techniques may help the teacher plan her own

strategy in order to ensure effective learning (Clark, 1993).

1. Use many map activities

a. Compare phenomena by plotting them on maps

b. Compare phenomena as plotted on maps
c. Use map transparencies
d. Let students prepare map transparencies
e. Make a collection of special-purpose maps which students can find in
magazines, newspapers and the like
f. Build terrain models
g. Make distribution maps, for example, population, weather, and world pattern
maps from data gathered by students
h. Check generalizations presented in texts by maps and mapwork
i. Let the students identify terrain features on the ground from map information.
Give close attention to symbols.

2. Request the students to sketch an area described in their geography book.

Emphasize that the idea is not to create works of art, but to show the idea. This

activity is good for summarizing and testing.

3. Have students construct shadow boxes, terrain models, layouts, and dioramas.

4. Use models, shadow boxes, layouts, and dioramas to illustrate geographical

principles.
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5. Use pictures. In geography, pictures of them. Pictures are excellent for building

up basic concepts, stimulating thinking, and catching students’ interest.

a. Present students with pictures. From these pictures, let them draw
inferences concerning the nature of the land, rainfall, economics, and culture.
In dong so:

1. Direct student’s attention to significant factors.

2. Ask students to explain what they see.
3. Ask students to interpret and make inferences from what they see.
4. Compare pictures of one place with those of another. Let them pick
out and explain similarities and differences.
b. Have students collect and exhibit pictures that show different land forms,
weather, climatic conditions, crops and so on. Arrange and present them so
they tell a story (for example, the difference in crops as one moves from cold
to hot areas, or from wet to dry areas).
c. Have students prepare murals. This activity is excellent for student
committees.
d. Have students make desk murals. Use them for summarizing review, or
research.
6. Use posters to brighten up classes and give information. They are specially useful

for motivation and as bases for discussion. Students can also prepare their own

posters.

7. Have students make charts and graphs.

8. Let students make newspapers or magazines featuring geographic events. The

finished newspaper or magazine can be duplicated or posted on bulletin boards.

Include in it such materials as:

a. New stories of geographical nature with commentary explaining

geographical aspects.
b. Editorials explaining the geography behind the news
c. Weather
d. Special features, such as articles about travel, the clothes and costumes of
people of other lands, unusual facts.
e. Advertisement of products of various countries and regions.
f. Pictures, drawings, illustrations, and other art works.
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9. Let students plan and prepare a booklet about a country or region. One committee

can be charged with the planning, another with the art work, and so on. Each

student could b responsible for a page. What to include could be worked out by

the class and teacher in a whole-class planning session. The booklet can be

duplicated and distributed to the students.

10. Have students make up radio and television commercials, advertising the products

of the other countries; or telling the advantages of a certain place or region.

11. Study the foods of an area/region

a. Have students procure and serve samples of the food prepared by the area
being studied.
b. Prepare menus of the area and compare them with their own menus.
c. Put on a dinner in which foreign food is served. This can be great fun and
is enjoyed by youth and adult alike. Sometimes adult groups will help.

Teaching the Makabayan is a great and important responsibility. In an important

sense teaching students to know and understand the world around them historically is a

great trust. Teachers have four major responsibilities to their students and must employ

effective techniques for living up to those responsibilities.

The first responsibility social studies teachers have been charged with is to form

citizens of localities, countries and the world. These three types of citizenship need to be

held in tension. Many teachers yield to the temptations of patriotism and overemphasize

citizenship and loyalty to the nation. However, the history of this country has taught that

many people of good will have found their commitments to their local communities and

their identity groups (based on, for example: race, class, gender, and religious

community) to be in tension with their commitment to the nation and its government. In

addition, many people have found that they must balance their patriotism with their desire

to identify with all the peoples of the world. The proper role of the social studies is to
 31

teach these tensions and describe ways in which people in the past have dealt with them

(Duncombe, 2005).

The methods associated with fulfilling this role are many. The social studies

teacher should tell the stories of many different peoples. Students need to understand the

world as a place full of people with different stories than their own. They need to be able

to place themselves and other people in these stories. In addition, the teacher should

clearly describe the laws and traditions that shape nations and communities. Students

need to understand the conventions which bind them to others in order to participate fully

politically and socially. Knowing these stories and these conventions shapes students into

citizens.

A second responsibility of the social studies teacher is to pass on the consensus

view of historians regarding what has happened in the world. Good teachers do not

simply pass along facts, they help students understand where those facts come from and

how historians constantly reevaluate which are the important facts and events. The reason

for this responsibility is closely related to the first responsibility, but the two are not

identical. Students will come to high school without a clear sense of where they have

come from and what has happened before them. Passing this knowledge on does help

make students into citizens, and it also provides them with the basic tools for reevaluating

the world and their place in it.

The basic method involved in teaching history as an ongoing discussion is

presenting conflicting views of history. This should be subtle, but is also should be

constant. It can be as simple as presenting two different first-hand accounts of a single

event. It can also be as complex as offering the students two opposing historians versions
 32

of an event or period. As a teacher I feel obliged to provide this complex understanding

of history as an unfinished project.

A third responsibility Social Studies teachers have is to teach and model

analytical thought. Demonstrating the methods of sociologists, political scientists,

journalists and historians enhances student’s analytical skills. These skills serve all

students by giving them tools with which to discuss historical and current events. In

addition, college-bound students will find these skills useful in their future classrooms no

matter the subject they concentrate on. The skills of argument (or rhetoric) also fall in this

category or analytical thought. Students should learn how to make and understand

arguments about public issues. Rhetorical skills serve both the academically inclined and

all students who want to make good arguments and who want to understand what others

have argued before them. As stated above, students who understand the methods of social

scientists will gain new analytical tools. Another way to nurture these skills is by

involving students in the debates of history and current events. Students who practice

making clear arguments get better at doing it.

All three of these responsibilities require the teacher to accomplish the fourth:

teachers are responsible for raising students interest in the first three areas of teacher

responsibility. We believe in that great old teaching platitude that an interested student

learns better than a bored one. Unfortunately, more effort has been expended declaring

the truth of that platitude than in explaining how to do it.

One of the reasons Social Studies is viewed as a tough academic discipline is the

result of force-fed historical dates and data. It is also one of the reasons that students

think history is boring and irrelevant. Furthermore, their inability to relate to the culture

and people of the past creates a “what-does-this-have-to-do-with-me” attitude early on in

 33

their education that directly influence their future performance. This misconception that

“Social Studies is about facts and dates” is continuously supported by teachers who

persist in using direct teaching and long lectures, believing that it is the most convenient

way to teach students. Although lecturing is useful for presenting information, it does not

provide students the opportunity to process and apply what they learn in class. Thus, a

more effective teaching strategy in social studies classes, appropriate for all levels, is

through role-playing. Role-playing is often overlooked by teachers because it is a

student-centered learning strategy that requires teachers to be skilled in classroom

management. However, there are many advantages to role-playing that can transform

students’ attitude and enhance their experience in learning social studies.

Direct teaching is a straightforward and time efficient approach to teach students.

It is useful and appropriate when teachers need to provide students with specific dates

and details. The disadvantages of direct teaching is that it does not allow students time to

process and demonstrate that they comprehend what they have learned. In addition, direct

teaching does no give teachers the chance to assess students knowledge and observe

whether students have grasped the content. For example, students may have great

memorization skills, thus allowing them to perform well on exams, but is does not

necessarily imply that they comprehend the materials. Because direct teaching focuses on

the teacher’s skills, students do not learn basic social studies and concepts, such as cause-

and-effect or problem-solving. These concepts used in social studies classes are

especially important because they develop students’ cognitive process in order to

comprehend why certain events occur and how they happen. Hence, direct teaching is

appropriate only when teachers need to convey specific information.

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Role-playing, often overlooked as an effective and fun teaching strategy, is more

useful method that personalizes the information and makes it tangible for students.

According to Strategies to Teach Social Studies, there are five main steps in role-playing:

initiation and direction, describing the context, making roles, enactment, and debriefing.

The initiation and direction stage is key to directing the success of the role-play because,

in this step, the teacher identifies the topic and guides students in their exploration.

During this step, the teacher sets up the situation of the event and explains the historical

figures involved in the role-play. The second step allows the teacher to follow up by

describing the context of the event. This step is important because it gives the teacher the

chance to provide students with historical information in order to help students explore

their characters and ensure that they are true to the characters’ actions and thought

process. In addition, students may mistakenly use present-day perspective to develop the

characters; thus, this step reminds them to immerse themselves in the past cultures to

create an authentic role-play (Lardizabal, 2005).

The next two steps are the central elements of role-playing because it

predominately involves the students. In the third stage, students have the opportunity to

explore and discover the historical scenario and characters within their role-play. This

step is where students use the information they have previously gathered to develop the

characters. During this process, students use the cause-the effect concept to witness

firsthand the consequences of their decisions as their character. In addition to

experiencing the consequences of their actions, they react accordingly, which allows

them to use problem-solving skills. In the role-making process, students as a group, write

scripts, make props, and assign roles. This step also gives every student the opportunity

to use their different skills and abilities in the enactment process. After they have created
 35

a script, they take on the roles of their characters and act out the scenarios. This

enactment process teaches students to present the information because it educates the

participants of the role-play in addition to their classmates, who are witnessing the

enactment.

After role-playing, the teacher leads students in a debriefing process that allows

them to analyze and evaluate their performance. This assures that students are correctly

interpreting the historical events and effectively presenting the content. It also allows the

teacher to examine what other students learned and check whether it is consistent with the

group role-play. For the students, this gives them time to examine the performances and

to draw their own conclusions about what they observed. This peer-teaching process

helps students develop their creative skills and let them fell that what they learn in class is

the result of their effort and abilities.

The main purpose of role-playing is to take information from the text, and present

it through realistic events that serve as personal experiences for the students. The benefit

of role-playing is that it takes one-dimensional historical facts and transforms it into an

active exercise. Since history is the compilation of multiple personal accounts, role-

playing acknowledges the discrepancies in them. Additionally, one of the best features in

role-playing is that is applicable to any topic and grade level in the curriculum. Since

social studies examine different cultures, events, and peoples in and how things

happened. Its flexibility in topics and grade levels permit teachers to apply different

concepts, themes, and data within a structured activity. For example, students can reenact

the process of writing and drafting the U.S. Constitution by taking on the roles of the

Founding Fathers. Furthermore, depending on the grade level, teachers can adjust the

criteria of the role play to include specific facts.

 36

Another important feature of role-playing is that it ensures students learn the

content covered in class. In order for students to actively participate in role-playing, they

need to have a good grasp of the material and the concepts. Also, this strategy helps

students develop concepts and themes in history by requiring them to know the

information and draw their own conclusions; ultimately improving their cognitive skills.

All the advantages of role-playing make this a constructive method in social

studies teaching. However, traditional teachers still prefer to use boring lectures instead

of trying more tactful strategies, like role-playing because they are familiar with direct

teaching. As a result, they refuse to see that role-playing easily motivates students to

participate because of its interactive nature. What makes role-playing an unpopular

teaching method is that it concentrates learning on the students. In essence, they become

responsible for their learning. In addition, the outdated notion that quiet and motionless

students are the most attentive students has allowed teachers to continuously believe that

direct teaching is efficient and effective. But the trouble with direct teaching is that it

focuses the attention on the teachers; and as a result, students lose interest and motivation

to learn. The repeated negative responses from students in social studies are that

historical events are events in the past and therefore are irrelevant to them. This shows

that students think they are disconnected from the events in history. Direct teaching

promotes this attitude, that because these events occurred in the past, they have no current

impact on their lives. In contrast, role-playing reintroduces the notion that all these events

in the past are linked to out current situation in the world. It also creates a personal

connection between the students and these past events, giving them the opportunity to

play out the errors of past historical characters and the chance to connect with people

from different cultures and time periods who share similar experiences.
 37

The difficulties of role-playing are that it requires teachers to have strong

classroom management skills and the ability to trust that students are responsible for their

performance in class. In order for students to present their role-playing, they need to

create an encouraging environment for each other. For example, if students do not pay

attention to their peers, then role-playing becomes ineffective. Also, if the teacher does

not trust that students can learn from this method, students will have a negative attitude

towards learning through role-play. Despite these difficulties, role-playing is a more

rewarding learning process for students because it gives them the opportunity to discover

how they learn. In comparison to direct teaching, role-playing provides a more accurate

assessment of how well students grasp the major themes and concepts in social studies.

The Basic Education Curriculum (2002) emphasizes integrated teaching as an

educational movement that allows questioning and problem-solving, rather than the

structure of the academic disciplines, direct the process of acquiring knowledge and

skills. Integrative teaching shifts the focus of instruction from discrete subjects toward

issues in the real world. Below are the four modes of integrative teaching (Thematic

Teaching Content-Based Instruction (CBI), Focusing Inquiry, and Generic Competency

Model), which can be tried in every learning area and especially in Makabayan.

Thematic Teaching (TT). Teaching themes organizes learning around ideas. It

provides a broad framework for linking content and process from a variety of disciplines.

The theme provides coherence; it gives a “focus” to the activities that accompany the

unit. The theme also helps learners see the meaningful connections across disciplines or

skill areas. It conveys a clear, compelling purpose to learners, teachers, and parents,

linking ideas to actions and learning to life.

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The Integrated Unit Design is an example of thematic teaching. This model

identifies a major concept with topics from the different subjects webbed around the

theme. “Essential understanding” and questions are clarified. Processes, as well as

activities, are listed, and they culminate in a “performance” that shows the depth of

learning achieved by the student.

Below are the steps for the Integrated Unit Design (thematic based) (BEC, 2002):

1. Decide on a unit theme that will allow all group members to enter the
integration process.
2. Identify a major concept to serve as a suitable “integrating lens” for
the study
3. Web topics for study by subject or learning area, around the concept
and theme.
4. Brainstorm some of the “essential understandings” (generalizations)
that you would expect learners to derived from the study.
5. Brainstorm “essential questions” to facilitate study toward the essential
understandings.
6. List processes (complex performance) and bullet key skills to be
emphasized in a unit of instruction and activities.
7. For each week and discipline in the unit, write the instructional
activities to engaged learners with essential questions and processes.
8. Write the culminating performance to show the depth of learning.
9. Design the scoring guide (criteria and standard) to assess the
performance task. Additional types of assessment may be used to
measure progress throughout the unit.

Content-Based Instruction (CBI) is the integration of content learning with

language teaching aims. It refers to the concurrent study of language presentation dictated

by content material. The language curriculum is centered on the academic needs and

interests of the learner, and crosses the barrier between the language and subject matter

courses. This approach aims at developing the learner’s academic language skills.

Focusing Inquiry. Inquiry teaching is an interdisciplinary approach that uses

questions to organize learning. Like most interdisciplinary teaching, it crosses

conventional knowledge boundaries. The teacher guides learners to discover answers to

 39

questions, whether or not answers pre-exist. Learners become creators of knowledge

rather than recipients. Concepts and content are less important than the governing process

of conducting an investigation and communicating what was learned to others. The

process of “inquiry” is the organizer of the instructional design while “content” is

relegated to an ancillary place.

Inquiry learning can be self-renewing cycle of questions and answers. Using what

learners already know as a starting-point, learners generate questions about the things

they do not know yet. They design a method of investigation and gathers information on

their own. As they interpret the information and generate answers, new questions emerge.

The cycle continuous. According to Lardizabal (2005) the process of inquiry includes the

following steps:

1. Frame a focusing question. (This should be linked to prior knowledge).

2. Present a field of facts. (Who? What? When? How Much?).
3. Help learners connect or relate facts (interpret, infer, give meaning).
4. Help learners’ generate explanatory ideas (generalization).
5. Help learners find answers.

Generic Competency Model (GCM). The competency-based model has learners

enrolled in three to four linked courses. The links between the courses rest essentially on

“generic competencies.” The course assists learners in developing “competencies” that

will transfer readily from one discipline to another. In Makabayan, for instance,

competencies can be clustered into three personal development, social competence, and

work/special skills.

Command Style. The command style would be utilized for introducing new skills,

and for skills where safety of the student participants is a concern. For example, when

instructing the students on how to perform a forward roll, a demonstration repeated a few

times for the class and then having the class perform the skill all together is necessary so
 40

the teacher can ensure that all the students are progressing through the skill safely and

properly. It is important for the students to correctly learn and execute the proper

techniques for the various types of landings in gymnastics, for if they cannot land

properly, injury can result (Douglas, 1995).

Practice Style. The practice style would be utilized early on and often during the

unit for Grade Eight gymnastics, because it is a good way to introduce and improve on

new skills. By having the students perform a skill (or series of skills) repetitively and

with each other, they well improve their ability and performance of these skills, as they

will develop the muscle memory and movement patterns required. The students will use

the practice style with Cartwheels, Handstands, and Headstands in particular. The

practice style would also be used when students have learned several skills and are

attempting to put together a simple Gymnastics Routine, for it allows them to be

innovative, creative, to practice and hone what they have learned, and to shape it into

presentation they will have fun with and be proud of.

Reciprocal Style. The reciprocal style is an excellent way to help students perfect

their skills, and for them to learn about how to help others. By having the students

observe and assist each other, they will not only be affected in the psychomotor and

cognitive domains- they will also be affected positively in the affective/social domain, as

they will learn to help and trust each other. Task cards will be given out for skills to be

practiced in the reciprocal style of teaching. The students will work in pairs, or groups of

three if necessary (available equipment or class numbers). One student will perform the

listed task while the other (s) will observe, the observer (s) will provide direct feedback to

the student performer and assist them in improving their performance. The teacher will
 41

assist the observers in providing helpful and meaningful feedback, with the focus being

on positive, constructive, and important feedback.

Guided Discovery. In guided discovery the teacher and students work towards a

common goal. The teachers role is to make up steps for questions that would lead the

student toward a goal or answer. The student has to discover the answer in the style. This

is great for introducing concepts that require the student to explore their environment. In

the gymnastics unit, it is great for introducing balance and center of gravity or the

gymnastic positions. Feedback is given when the student reaches the goal.

Divergent Discovery. This style of teaching is an excellent way to allow students

to express interest and their personalities. Students are given a situation or question and

have to come up with their own response. Students have the chance to discover the

relationship between cognitive and physical performance. This response has no right or

wrong answer, but students have to assess the validity of their responses. The teachers

role is to come up with the question or situation that sent the students on their way. In the

gymnastics unit, the final floor routine allows the students to explore this style of

teaching. The students are given a situation but are allow to explore it as much as

possible to get an end result of performance in front of the class.

Teaching Styles just as people have individual learning styles, teachers have

teaching styles that works best. It is important to be aware of the preferences when

creating and delivering online instruction. Teaching styles can be categorized is as:

formal authority; demonstrator or personal model; facilitator; delegator (Lowman, 1996).

Formal Authority. Teachers who have a formal authority teaching style tend to

focus on content. This style is generally teacher-centered, where the teacher feels

responsible for providing and controlling the flow of the content and the student is
 42

expected to receive the content. One type of statement made by an instructor with this

teaching style is “I am the flashlight for my students. I illuminate the content and

materials so that my students can see the importance of the material and appreciate the

discipline.”

Teachers with this teaching style are not as concerned with building relationships

with their students nor is it as important that their students form relationships with other

students. This type of teacher doesn’t usually require much student participation in class.

“Sage on Stage” model.

Demonstrator or Personal Model. Teachers who have a demonstrator or personal

model teaching style tend to run teacher-centered classes with an emphasis on

demonstration and modeling. This type of teacher acts as a role model by demonstrating

skills and processes and then as a coach/guide in helping students develops and apply

these skills and knowledge.

A teacher with this type of teaching style might comment: “I show my students

how to properly do a task or work through a problem and then I’ll help them master the

task of problem solutions. It’s important that the students can independently solve similar

problems by suing and adapting demonstrated methods.”

Instructors with this teaching style are interested in encouraging student

participation and adapting their presentation to include various learning styles. Students

are expected to take some responsibility for learning what they need to know and for

asking for help when they don’t understand something.

Facilitator. Teachers who have a facilitator model teaching style tend to focus on

activities. This teaching style emphasizes student-centered learning and there is much

more responsibility placed on the students to take the initiative for meeting the demands
 43

of various learning tasks. This type of teaching style works best for students who are

comfortable with independent learning and who can actively participate and collaborate

with other students.

Teachers typically design group activities which necessitate active learning,

student-to-student collaboration and problem solving. This type of teacher will often try

to design learning situations and activities that require student processing and application

of course content in creative and original ways.

Delegator. Teachers who have a delegator teaching style tend to place much

control and responsibility for learning on individuals or groups of students. This type of

teacher will often give students a choice designing and implementing their own complex

learning projects and will act in a consultative role.

Students are often asked to work independently or in groups and must be able to

maintain motivation and focus for complex projects. Students working in this type of

setting learn more than just course specific topics as they also must be able to effectively

work in group situations and manage various interpersonal roles.

Related Studies

To give the readers a comprehensive understanding of the present investigation

studies conducted in the past which have some relatedness with the study area herein

reviewed.

Doronio (1995) study revealed that technology and economics was fairly

implemented in Area II, Leyte division, Department of education, culture and sports,

Region III. The teaching strategy which was always utilized was practicum and the values

develop in the students were cooperation, industry and positive attitude towards work.
 44

The Constraints encountered were on the inadequate preparation of the teachers to

teach their assigned components and the absence of some needed equipment. She

recommended that a continuing in-service training on the different components of

Technology and Home Economics will be conducted to equip teachers with the

knowledge and skills to carry out such subject areas.

Bitbat (1996) in his study disclosed that the objectives relative to different areas

in HEKASI were satisfactorily attained. The same appraisal were given to the objective

of some of the areas in Agricultural Arts except for fish cultivation which were

unsatisfactorily attained.

On the other hand, the activities/projects prescribed of the four components of

Technology and Home Economics were satisfactorily implemented, and the work values

developed in the students form this subject area were industry positive attitude towards

work.

Another research was conducted by Canamales (1995) on this area. She

concluded that the objectives relative to fish cultivation were very satisfactorily attained

while home and family living housing and family economy, food and nutrition, basic

clothing, vegetables and field crop production, animal production, drafting, handicraft,

electricity and entrepreneurship were satisfactorily attained in the secondary fishery

schools of the Division of Leyte.

The activities/projects prescribe for home economics, agricultural arts, industrial

arts and entrepreneurship were satisfactorily implemented. She recommended that work

animals such as carabaos should be acquired for effective implementation of the projects

in agricultural arts. Sewing tools and equipment should be procured for effective

attainment of the objectives relative to basic clothing. Equipment, facilities and

 45

instructional materials for the teaching of electricity refrigeration and air conditioning

should be procured.

The foregoing studies were somewhat related with the current study because the

three studies have inquired into the different components of Technology and Home

Economics as well as the projects and activities undertaken. The present study, however,

covered the implementation of all the components of Makabayan.

Dumpit (1985) in his study of the implementation of industrial Arts in the district

of Lingig suggested that:

1. Teachers who are assigned to teach Industrial Arts should undergo in-service

training in the aforementioned subject for proficiency purposes, most especially those

who are not educationally qualified and those who are new in the service.

2. BSEED/BSE graduates who are teaching industrial arts should be encouraged

to enroll in graduate studies with Industrial Arts as their field of specialization.

3. That the school administrators must make a constant requisition of more tools

and equipment, and other instructional materials for the program.

4. That the school administrators through Sangguniang Bayan members should

join hands in requesting building for industrial arts.

5. Like any other human undertaking these teachers met problems. The same

posed impediments to the successful implementation of the program.

Among the problems encountered by the teachers were inadequate industrial art

tools and equipment; no shop building; inavailability of instructional materials, oversized

classes; over loading of subjects; lack of in-service training; difficulty in using Pilipino as

medium instructions; inadequate time for supervision due to many school activities;
 46

laziness on working their projects; inadequate orientation in the use of Pilipino as

medium of instructions; and lack of interest in accomplishing home assignments. There

were other problems identified but their degree of seriousness as determined by their

respondents was not serious.

This study is related to the present study. But the findings may differ due to the

time frame, and the research locale.

Cads study (1997) looked into the extent of the attainment of the objectives of

Technology and Home Economics, the extent of actualization of the prescribed

projects/activities in the national secondary schools of the Division of Samar as basis for

formulating guidelines for its upgrading.

The finding described the objectives in Home Economics are related to home and

family living, housing and family economics where food and applied nutrition and basic

clothing are satisfactorily attained. Those in agricultural arts such as selective vegetables

and field crop production, animal production were satisfactorily carried out, those in

industrial arts such as drafting, handicrafts and electricity were also satisfactorily attained

while refrigeration and air conditioning were unsatisfactorily achieved; and those in

entrepreneurship were satisfactorily attained.

Almost all the prescribed objectives/activities of THE I were satisfactorily

actualized. The work values developed by the students were industry, honesty, dignity of

labor, and positive attitudes towards work.

Tale (1993) made a study on the implementation of THE in the public secondary

schools of Negros Oriental. The researcher found that all the teachers have the

appropriate degrees with major and minor in THE areas except four although these
 47

teachers had special training and had long years of experience in teaching the said

subject.

According to rank order, instructional studies used were lecture, project,

demonstration, group work, practicum, socialized discussion, problem-solving, home

projects, supervised study, field trips, on-the-job training apprenticeship. Most of the

tools and equipment in all THE program areas were available but still inadequate.

Rated very good by administrators and teachers were the qualifications of

teachers and availability of SEDP texts. Rated fair were tools and equipment. Students

were found poor in comprehension and study habits and had poor work attitudes. Another

problem noted was the inability of students to buy or secure project materials.

The study of Lauronilla (1992) focused on the teaching of Home Economics and

Livelihood Education (HELE) in the elementary level. He found the subject adequately

taught and there was no problem as far as teachers’ qualifications were concerned. The

researcher recommended a school-community linkage in the teaching of the subjects.

The aforementioned studies are related to the present study in some aspects,

particularly in dealing with technology and Home Economics or in HELE. These studies

contributed much in the presentation, analysis and interpretation of data give in the

succeeding chapter.
 48

CHAPTER 3

RESEARCH METHODOLOGY

This chapter gives the process of the investigation. It discusses a brief and

comprehensive account of the research design, respondents covered, research setting,

research instruments, data gathering procedure and the statistical treatment.

Research Design

The descriptive research design was used in the study. It described into the nature

of the situation and explored into the prevailing condition of the level of effectiveness of

teachers.

The design will make teachers realize to be steeped in content and pedagogy and

to revitalize the Makabayan program to develop the learners total person, content in

discipline which develops the expertise and specialization and provides the practice

which hones the teaching skills.

Research Setting

The setting of the study is the district of Trento, division of Agusan del Sur.

Trento is the last municipality of Agusan del Sur. It is in the southern tip of Davao del

Sur. It is noted for its vast agricultural land with farming as the basic occupation of its

populace.

It has a total population of twelve thousand with a voting populace of eight

thousand. It has two public secondary schools, one private secondary school and two

private collegiate level.

 49

Respondents of the Study

The whole enumeration data was used in the study. This was considered to give a

true picture of the implementation of the Makabayan program. Makabayan encompasses

Heograpiya, Kasaysayan at Sibika Musika at Sining, Edukasyong Pangkabuhayan/

Pantahanan at Edukasyong Pangkasal. Teachers are handling HEKASI and MAPE,

HEKASI and HELE or Edukasyong Pangkabuhayan/Pantahanan or the four learning

areas.

Table 1. Respondents Covered in the Study

School Respondents

1. Basa Elementary School 1

2. Cahian Elementary School 1
3. Cebolin Elementary School 1
4. Cuevas Elementary School 1
5. Gasa Elementary School 1
6. Isdaon Elementary School 1
7. Kapatungan Elementary School 1
8. Langkilaan Elementary School 1
9. Maica Elementary School 1
10. Manot Elementary School 1
11. Malfreda Elementary School 1
12. Pulanglupa Elementary School 1
13. Salvacion Elementary School 1
14. San Isidro Elementary School 1
15. San Juan Elementary School 1
16. San Roque Elementary School 1
17. Sta Maria Elementary School 1
18. Trento Central Elementary School 7
19. Trento West Central Elementary School 2
20. Tudela Elementary School 1
21. Upper New Visayas Elementary School 1

Total 28
 50

Hence, as reflected in Table 1 Trento Elementary School has seven teachers;

Trento West Central Elementary School has two teachers; and a lone teacher in the

nineteen schools of the district. A total of twenty eight teachers made up the

respondents.

Research Instruments

The questionnaire was the basic instrument used in the research. This was done

with the collaborative efforts of the Makabayan teachers, the researcher, being the

Makabyan district coordinator in consultation with the Makabayan division supervisor,

the principals and schools district supervisor. The draft was thoroughly perused by these

personnel. Then this was submitted to the thesis adviser and thesis committee for the

polishing off.

A try out was done to twenty grade IV and V Makabayan teachers to find out

which item is acceptable and not clear. Adjustments were made and a clear copy was

submitted to the thesis committee for approval.

Part I of the questionnaire dealt on the professional preparation profile in terms of

their educational qualification, teaching experience and in-service trainings attended. Part

II focused on the level of effectiveness of Makabayan teachers. Items like traits of

effective teaching, teaching style, teaching skills, guidance skills and evaluation skills

were dealt with.

The respondents were made to answer as outstanding/most effective (5); very

satisfactory/very effective (4); satisfactory/effective (3); fair/less effective (2); and

poor/not effective (1).

 51

The documentary analysis was used to determine the proficiency level of pupils in

Makabayan. This was taken from Module 7 Planning and Assessment of the Educational

Management Information System (EMIS).

Data Gathering Procedure

The data was gathered extensively in this research. The researcher commenced by

asking permission from the schools division superintendent through the schools district

supervisor and school heads to float the questionnaire.

The opportune time was done during series of district meetings conducted from

September to November, 2006. Retrieval of the questionnaire was done outright. To get a

vivid answer an informal interview was done.

The answers were collated as it appeared in the tool. Each area was summarized

and presented in tabular form for the analysis and interpretation of data.

Statistical Treatment

To treat the data on the professional preparation profile of teachers and their level

of effectiveness in teaching Makabayan the simple percentage scale and weighted mean

were used.

The mean and mean percentage were used to treat sub-problem number 3.

The chi-square value, coefficient of contingency and t-test were used to treat sub-

problem no. 4.
 52

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter illustrates the presentation, analysis and interpretation of generated

data. The data are presented in accordance with the sub-problems indicated therein.

Sub-Problem No. 1. What is the professional preparation profile of Makabayan

teachers in grade six?

Table 1 gives the picture of the professional preparation of Makabayan grade VI

teachers in Trento district. Two teachers or 7% are in the outstanding level; their teaching

experience being twenty years and up; and one teacher having attended INSET in the

national level.

In like manner ten or 36% are in the well prepared level. They have eighteen to

thirty-six units in master of arts; their teaching experience is from ten to nineteen years;

and have attended INSET in the regional level. Thirteen or 46% are baccalaureate degree

holders with nine to seventeen units of MA; have been teaching from six to nine years;

and have attended INSET in the school and district level. Three or 11% are BEEd

graduate and three to five years in the service.

Ultimately, the average weighted mean is 3.32 or in the prepared level. This

means that the teachers have satisfactorily complied the maximum requirements to teach

Makabayan. This conforms with the contention of Duncome (2005) for Makabayan

teachers to uphold the four major responsibilities, to be concerned with citizenship

training, to pass on the facts, to teach and model analytical thought, and to raise students’

interest for them to learn better.

 53

Table 2. Professional Preparation Profile of Makabayan Teachers

__
Descriptive Rating
Criteria Total WX DR
5 4 3 2 1

Educational
0 10 13 5 0 28 3.18 P
Qualification

Teaching Experience 5 10 8 5 0 28 3.39 P

In-Service Trainings
1 10 17 0 0 28 3.4 WP
Attended

2 10 13 3 0
Total/Ave. 3.32 P
7% 36% 46% 11%
Percentage
_
Legend: WX Descriptive Rating
4.20 – 5.0 Very Well Prepared
3.40 – 4.19 Well Prepared
2.60 – 3.39 Prepared
1.80 – 2.59 Less Prepared
1.0 – 1.79 Not Prepared

Sub-Problem No. 2. What is the level of teaching effectiveness of Makabayan

teachers in the areas of:

1. traits of effective teaching

2. teaching styles

3. teaching skills

4. guidance skills

5. evaluation skills
 54

Table 3 depicts the traits of effective teachers in Makabayan. Six areas are

perceived to be in the very satisfactory level namely; starting promptly the class, 4.0;

checks pupils comprehension, 3.54; focuses on topic, 3.71; gives corrective feedback

3.54; makes pupils express ideas freely, 3.54; and uses non-verbal behavior 3.43.

Table 3. Traits of Effective Makabayan Teachers

__
Descriptive Rating
Traits Total WX DR
5 4 3 2 1

1. Gets down to business by starting 0 28 0 0 0 28 4.00 VS

class promptly and well organized.
2. Teachers appropriately at fast pace, 0 15 13 0 0 28 3.54 VS
but stops regularly to check pupils
comprehension.
3. Uses variety of instructional 0 10 10 8 0 28 3.07 S
strategies rather than lecture alone.
4. Focuses on the topic and explains 0 20 8 0 0 28 3.71 VS
clearly.
5. Uses humor in keeping with pupils’ 0 10 15 3 0 28 3.25 S
style in learning.
6. Practices good management 0 12 16 0 0 28 3.43 S
techniques, holding the attention and
respect of the group.
7. Provides immediate answers to 0 15 13 0 0 28 3.54 VS
questions or comments and
corrective feedback when needed.
8. Praises pupils’ answers and uses 0 10 15 3 0 28 3.25 S
probing questions to extend answer.
9. Provides a warm classroom climate 0 15 13 0 0 28 3.54 VS
by allowing pupils to speak freely.
10. Uses non-verbal behavior, such as 0 12 16 0 0 28 3.43 VS
gestures, walking around, and eye
contact to reinforce their comments.

Total/Ave. 0 15 12 1 0 28 3.48 VS
Percentage 0 52% 43% 5% 0 100%
_
Legend: WX Descriptive Rating
4.20 – 5.0 Outstanding
3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Moderately Satisfactory
1.0 – 1.79 Needs Improvement
 55

The use of instructional materials, 3.07; uses humor in teaching, 3.45; uses

probing questions, 3.25 or in the satisfactory level. These are confirmed by 27 or 91% of

the teachers.

Joseph Lowman (1996) describes two main dimensions of effective teachers

which emerged in this study. These are intellectual excitement-like enthusiasm,

knowledge, inspiration, humor, interesting viewpoint, clarity and organization. The other

is interpersonal concern/effective motivation like concern, caring, availability,

friendliness, accessibility, helpfulness, encouragement and courage.

The findings is confirmed by Checkering and Gamson (1997) consistently

identify knowledge of subject matter, organizational skills, enthusiasm, clarity and

interpersonal skills as marks of the effective teachers.

The amount of agreement across studies suggests that the characteristics of good

teaching are not mysterious or extremely discipline-specific.

Table 4 depicts the teaching styles of Makabayan teachers. This represents how a

number of dimensions the teachers approach the pupils.

The perceptions that teachers act as personal model by overseeing and giving

pupils to emulate ranks first with 4.18; as formal authority-being concerned with

acceptable ways to do things and providing pupils with structure they want to learn, 3.64;

as delegator having concerned with developing pupils’ capacity to function autonomously

and encourages independent projects, 3.57; and as an expert who is concerned with

transmitting information and challenging pupils to enhance there competence, 3.43.

These are attested by 50% of the teachers.

 56

While facilitating styles, 3.36; delegating style, 2.79; practice style and reciprocal

style, 3.36 are all in the satisfactory level. Forty-one percent of the respondents confirmed

to these styles.

Table 4. Teaching Styles of Makabayan Teachers

__
Descriptive Rating
Teaching Styles Total WX DR
5 4 3 2 1

1. Expert- is concerned with 0 10 18 0 0 28 3.43 VS

transmitting information from an
status; challenges pupils to enhance
their competence.
2. Formal authority- is concerned with 0 18 10 0 0 28 3.64 VS
acceptable ways to do things and
providing pupils with structure they
need to learn.
3. Personnel model- believes in tending 5 23 0 0 0 28 4.18 VS
by personal example; oversee and
guide pupils to emulate.
4. Facilitator- emphasizes the personal 0 10 18 0 0 28 3.36 S
nature of teacher-student
interactions; and grades students to
emulate.
5. Delegator- is concern with 0 16 12 0 0 28 3.57 VS
developing pupils’ capacity to
function autonomously; encourages
independent projects.
6. Practice style- having pupils perform 0 14 10 4 0 28 3.36 S
skills repetitively.
7. Reciprocal style- helps pupils perfect 2 10 12 4 0 28 2.79 S
the skills and how to help others.

0 12 14 2 0 28 3.36 S
Total/Ave. 1.12 14.3 11.50 1.25 0 28 3.46 VS
Percentage 4% 50% 47% 5% 0 100%
_
Legend: WX Descriptive Rating

4.20 – 5.0 Outstanding

3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Moderately Satisfactory
1.0 – 1.79 Needs Improvement
 57

The overall finding of 3.46 manifests that the teachers have advocated an

integrated model of teaching and learning styles. They have exhibited different styles.

From this Gasha (1996) stresses that teachers must cultivate certain styles so that they can

use approaches that are appropriate to the instructional situations and kind of learners

they encounter. He further observes that a blend of the expert-formal authority styles

work best with learners who are dependent and less capable with the content.

Further the findings conform with Lardizabal’s (2002) contention for Makabayan

teachers to be on the lookout for new and challenging styles to introduce into their classes

and field experiences. They should enrich and strengthen their preparation and provide

crucial experiences to make Makabayan learning rich and meaningful.

Table 5 depicts the skills used by Makabayan teachers to make teaching

effective.

As expected deductive method, 3.86; inquiry method, 3.89; inductive method,

3.86; conceptual approach, 3.54; content-based instruction, 3.54; followed the textbook

method which is 4.25 or outstanding.

Other teaching skills like cooperative learning, STAD, TKI and jigsaw; peer

teaching, brainstorming, process approach, collaborative learning, thematic teaching, focus

inquiry and team quiz are in the satisfactory level as confirmed by 40% of the teachers.

The summation mean of 3.34 presents general situation on how students learn and

give feedbacks. The weaknesses and strengths of teaching-learning are explicitly pointed

out which means that a drastic modification is needed. The effects of teachers’ subject

matter, knowledge and pedagogy on pupils learning seem to be far less powerful on what

is assumed by many. Teaching skills is fundamentally tied up with knowledge and the

growth of knowledge.
 58

Table 5. Teaching Skills Used by Makabayan Teachers

__
Descriptive Rating
Teaching Skills Total WX DR
5 4 3 2 1

1. Cooperative Learning
Student-Team Achievement 2 8 10 8 0 28 3.14 S
Division
Team Assisted Instruction 0 8 15 5 0 28 3.11 S
Jigsaw 0 5 10 10 3 28 2.61 S
2. Peer Teaching 5 10 13 0 0 28 3.71 S
3. Textbook Method 10 15 3 0 0 28 4.25 O
4. Study Group 2 10 8 8 0 28 3.21 S
5. Conceptual Approach 0 15 13 0 0 28 2.54 VS
6. Brainstorming 0 10 15 3 0 28 3.25 S
7. Field Trip 0 5 10 9 4 28 2.57 MS
8. Process Approach 0 10 12 6 0 28 3.14 S
9. Content Based Instruction (CBI) 0 15 13 0 0 28 3.54 VS
10. Collaborative Learning 0 12 15 1 0 28 3.39 S
11. Thematic Teaching 0 10 12 4 2 28 3.07 S
12. Focus Inquiry 0 12 15 1 0 28 3.39 S
13. Team Quiz 0 10 10 5 3 28 2.96 S
14. Inductive Method 2 20 6 0 0 28 3.86 VS
15. Deductive Method 0 15 13 0 0 28 3.54 VS
16. Inquiry Method 5 15 8 0 0 28 3.89 VS

Total/Ave. 1.44 11.39 11.17 3.33 .67 28 3.34 S

Percentage 5% 41% 40% 12% 2% 100%
_
Legend: WX Descriptive Rating
4.20 – 5.0 Outstanding
3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Moderately Satisfactory
1.0 – 1.79 Poor

The finding is supported by Acero (2000) when she explains that Makabayan

lessons should not be dragged and pupils’ interests should be high. By working on small

groups, the pupils may came to know and understand better, and consequently be able to

communicate more effectively. It provides an opportunity for the pupils to become

actively engaged in learning and for the teachers to monitor the pupils’ progress. Small

groupings can enhance the pupil cooperation and social skills, appropriate group
 59

experiences foster the development of democratic values, cultural pluralism, permit the

pupils to progress at their own pace, provide psychological safe situation to master the

lesson, and encourage them to contribute to class activities.

Acero’s contention is reinforced by Jonassen (2001) when he said that teachers

should aspire to develop pupils’ creative thinking skills. This includes the skills on

synthesizing, summarizing main ideas, hypothesizing about relationship, predicting

events, and expressing ideas fluently.

Table 6 presents the guidance skills of Makabayan teachers. It can be observed

that the teachers have implemented the skills in the very satisfactory level, the average

weighted mean being 3.43.

Noteworthy to mention are their help extended to the pupils, provision for the

maximum involvement of pupils, functions effectively as members of the group,

develops self-discipline, confers with parents, checks attendance and tardiness of pupils,

encourages pupils to do assignment, and creates and uses techniques and strategies. These

are uphold by 56% of the teacher-respondents.

However, despite the best effort of teacher, they failed to illicit positive

interaction among pupils, group pupils by levels and analyze test results extensively.

This means that the teachers are aware that guidance is the process of determining

the changes in the pupils as a result of teaching and his experience. It is an act of judging

the pupil’s acquisition of all forms of learning outcomes based not only on a definitive

data of the subject matter achievement in the learning of facts, skills, and abilities

but also on descriptive qualitative data about his personality changes such as social

attitudes, interests, ideas, ways of thinking, work habits and personal and social

adaptability.
 60

Table 6. Guidance Skills of Makabayan Teachers

__
Descriptive Rating
Guidance Skills Total WX DR
5 4 3 2 1

1. Helps pupils’ problems and needs 0 24 4 0 0 28 3.86 VS

and helps meet them.
2. Provides for the maximum 0 15 10 3 0 28 3.43 VS
involvement of pupils in learning
activities.
3. Stimulates and compliments pupils 0 13 10 5 0 28 3.29 S
to elicit positive and active
interaction.
4. Functions effectively as a member 0 15 13 0 0 28 3.54 VS
of the learning group.
5. Helps develop self-discipline 0 20 8 0 0 28 3.71 VS
6. Confers with parents on progress 0 15 13 0 0 28 3.54 VS
of pupils
7. Checks and solves attendances, 5 23 0 0 0 28 3.46 VS
promptness and tardiness of pupils.
8. Encourages pupils to do 0 15 13 0 0 28 3.54 VS
assignment and study lessons
daily.
9. Groups pupils by levels. 0 8 10 7 3 28 2.71 S
10. Explains/analyzes results of tests. 0 10 10 8 0 28 3.07 S
11. Creates and tries techniques, 0 15 13 0 0 28 3.54 VS
strategies to improve pupils
learnings.

Total/Ave. .46 15.73 9.45 2.09 .27 28 3.43 VS

Percentage 2% 56% 34% 7% 1% 100%
_
Legend: WX Descriptive Rating
4.20 – 5.0 Outstanding
3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Moderately Satisfactory
1.0 – 1.79 Poor

The findings and observations are supported by Aquino (1998) that humanistic

teaching involves three conditions, namely: emphatic understanding, respect or non-

possessive warmth, and genuiness which are necessary for the development of self-

actualizing person. They are necessary for self-initiated, meaningful, experiential

learning. They permit the child to actualize his potentialities.

 61

Table 7 presents the evaluation skills of Makabayan teachers. It tells the unique

and individual self of the teachers in their selfless tasks in the assessment of learning

outcomes.

Apparently, the criterion-reference tests, 4.18; use of formative tests, 4.54;

analyzing test results, 3.54; giving remedial measures, 3.43; and making table of

specification, 3.54 are very satisfactorily implemented, as perceived by 45% of the teachers.

Surprisingly, interpreting test results 3.07; utilizing test results as basis for

improving instruction 3.36; using test plan book, 3.18; gives feedbacks of summative test,

3.21 are in the satisfactory level as confirmed by 36% of the teachers.

It can be deduced that the teachers have clearly defined the purpose of the tests,

used appropriate different types of tests, tested understanding rather than recall of facts;

observed all pertinent suggestions for constructing items; and constructed key-type test

items made the categories homogeneous and mutually exclusive.

With this Gines (1998) expounds that evaluation is necessary to maintain

standards; guide teaching, appraise teachers, teaching methods, book contents; predict

success in academic subject’s and to measure special abilities. Further, she concurs with

the findings for evaluation according to her is a continuous process of inquiry concerned

with the study, appraisal, and improvement of all aspects of the educational program. The

most ideal is for this process to be carried out cooperatively by all concerned with the

growth and development of pupils.

In this particular subject teachers made an effort to measure and eventually

evaluate student learning in the classroom use a variety of tests. Tests are systematic

procedures for measuring the results or effects of instruction in learning. They determine

how much and how well the students have learned.

 62

Table 7. Evaluation Skills of Makabayan Teachers

__
Descriptive Rating
Skills Total WX DR
5 4 3 2 1

1. Selects, evolves and utilizes 5 23 0 0 0 28 4.18 VS

criterion-referenced tests.
2. Gives formative tests after the end 15 13 0 0 0 28 4.54 VS
of the lesson.
3. Analyzes results of formative tests 0 15 13 0 0 28 3.54 VS
and gets the mastery level of
pupils.
4. Gives remediations/remedial 0 5 10 5 8 28 2.43 VS
instruction to pupils who failed to
achieve the mastery level.
5. Interprets test results skillfully. 0 10 10 8 0 28 3.07 S
6. Utilizes test results as basis for 0 12 14 2 0 28 3.36 S
improving instruction.
7. Uses specific criteria in giving 0 10 18 0 0 28 3.36 S
formative tests.
8. Utilizes test-plan book always. 0 10 13 5 0 28 3.18 S
9. Makes table of specifications. 0 15 13 0 0 28 3.54 VS
10. Analyzes/feedbacks results of 0 12 10 6 0 28 3.21 S
summative tests.

Total/Ave. 2.00 12.20 10.10 2.60 .80 28 3.44 VS

Percentage 7% 45% 36% 9% 3% 100%
_
Legend: WX Descriptive Rating
4.20 – 5.0 Outstanding
3.40 – 4.19 Very Satisfactory
2.60 – 3.39 Satisfactory
1.80 – 2.59 Moderately Satisfactory
1.0 – 1.79 Poor

Sub-problem No. 3. Is there a significant difference on the level of effectiveness

of Makabayan teachers?

The response to the query is shown in Table 9. It can be gleaned on the table that

chi-square gives a value of 5.36 which is very much lower than the critical value of 26.30

at sixteen degree of freedom. This proves that the teachers have the same level of

effectiveness. One is par with the other.

 63

Understandingly, the finding would imply that the teachers have the same goals,

aspirations to teach the subject and they have undergone the same trainees to update their

know-how in teaching Makabayan. This is parallel with Chism (1993) admonition for

teachers relying on colleagues and teaching consultants to try out new things and to

provide them with support in their teaching to continue the result may challenge teachers

to improve through stimulating their own thinking by taking advantage of opportunities

to learn new to learn new approaches to teaching by reading and making changes base on

those reflections.

Table 8. Significant Difference on the Level of Effectiveness of Makabayan Teachers

Descriptive Rating
Areas Total
O VS S MS P
Traits of Effective Teacher 0 15 12 1 0 28
Teaching Styles 1 14 12 1 0 28
Teaching Skills 1 11 12 3 1 28
Guidance Skills 1 16 9 2 0 28
Evaluation Skills 2 12 10 3 1 28
Total 5 68 55 10 2 140
x2(5.36) < c.v. 26.30
at 16 df

Sub-problem No. 4. What is the achievement level of Grade VI pupils in

Makabayan?

Table 8 gives a vivid view of the output of the level of teachers effectiveness as

revealed in the achievement of pupils in Makabayan.

The area on Edukasyon Pangkalusugan (PE) has reached the standard level, it

being 75.4%; Musika at Sining 73.8%; and Edukasyon Pangkabuhayan 73.8%.

 64

The average mean percentage is 73.86% which is below the standard level of

75%. This means that the pupils failed to master the basic skills in the four areas. It could

be also that the teachers have not applied the 60% easy questions, 30% average questions,

and 10% difficult questions in the preparation of the test questions. Another possible

reason is teaching failure to apply mastery learning technique and that they failed to give

the necessary tool towards the development of necessary skills to achieve the standard

mastery level.

Table 9. Achievement Level of Pupils in Makabayan

Learning Areas I M M%

Heograpiya, Kasaysayan, 40 29.97 74.42%

Sibika (HEKASI)

Edukasyon Pangkabuhayan 20 14.37 71.85%

Musika at Sining 10 7.38 73.8%

Edukasyong Pangkalusugan 5 3.77 75.4%

Total/Ave. 75 50.59 73.96%

The findings run counter from what Gonzales (1999) advocated. Social Sciences

teachers to keep tract on progress and needs of pupils on their social environment; and to

keep cumulative records in folders. This contains information on different test taken and

their results, comments on the tests, or even suggestions/feedbacks on improving pupil’s

 65

achievement. Each folder keeps the materials in chronological order, so that by going

through them sequentially from time to time the teacher can discover changes in matters

like substantiveness of content, clarify in expressing ideas, interest level, social

sensitivity, intellectual curiosity, organizational ability and neatness, these activities will

surely improve the performance level of pupils.

Sub-Problem No. 5. Is there a significant relationship between the achievement

level of pupils in Makabayan and the professional preparation profile of Makabayan

teachers and their level of effectiveness.

Table 10 reflects the relationship between the three variables. As shown chi-

square gives a value of 7.22, a coefficient of contingency of .12, and a t-test of 2.71

which is higher than the tabular value of 1.98 at five hundredths significance level.

Looking closely at the data the number of pupils considered are very much higher

than the number of respondents. Thus, there is no significant relationship between the

achievement level of pupils and the professional profile of Makabayan teachers and their

level of effectiveness. This means that the teacher’s level of effectiveness and their

professional preparation profile match with the achievement level of pupils.

The slight relationship means that the teachers have exerted more efforts to

enhance the performance of pupils for they almost achieved the standard level of

performance. Despite the limitations and constraints the pupils teaching-learning

conditions are facilitated well.

The finding conforms with Lardizabal’s (2002) contention to make Makabayan

teaching more meaningful by arousing the learners interest to the fullest and to assist

them in formulating accurate concepts through first hand real experience. Even if direct

teaching is used in some aspects it is done in straightforward manner and time efficient
 66

approach. On one hand no matter what the teaching style is the teacher should always

attempt to establish connections between what they do and what pupils learn.

Table 10. Relationship Between the Achievement Level of Pupils and the
Professional Preparation Profile and their Effectiveness in Teaching

Descriptive Rating
Grade Level Total
O VS S MS P

Achievement Level
46 169 148 73 14 450
of Pupils

Professional
2 10 13 3 0 28
Preparation Profile

Effectiveness in
1 13 11 2 0 28
Teaching

49 192 172 78 14 506

Total

X2 = 7.22 < 15.51

c = .12

t(2.71) > t.v. 1.98

IMPROVED MAKABAYAN PROGRAM FOR GRADE SIX PUPILS

Objectives:

At the close of the school year, every student should be able to demonstrate:
 67

1. Identify the content requirements and major competencies in teaching

HKS/EKAWP/MAPE/EPP.
2. Select and apply specific strategies in teaching HKS/MAPE/EPP.
3. The application of current pedagogy like content-based instruction, thematic
teaching and cooperative learning approach.

Initiative/Strategies/ Responsible Resources Time Line Success

Activities Persons Needed Indicators
A. Students
1. Assessment
 Pre-test on content School Flashcards June Identified
skills Head Pocket chart pupils’ error
 Analysis of Pre-test Teachers Testing weaknesses
results Materials Analyzed and
Correlated
2. Addressing Students MAKABA Games, June – July Formative
errors YAN flashcards, Tests
 Display area of basic Teacher puzzles,  Written
facts Parents math  Oral
 Introduction to riddles,
Thematic Teaching display area
Cooperative Learning of content
STAD skills
 CBI associated
teaching
activities

3. Cooperative Learning Teachers Textbooks, Year – 75 – 100%

 Pair work (tutor-tutee teachers- round
& vice-versa) made
 Pair square (four: 2 exercise,
front 2 back) pupil-made
 STAD, TAI & Jigsaw exercise,
real life
problems,
associated
teaching
activities

Initiative/Strategies/ Responsible Resources Time Line Success

Activities Persons Needed Indicators
Review content Teachers Textbooks, Year – 75 – 100%
skills in MAPE Skill Books, round mastery
teacher-
made
exercises
 68

Associated
Teaching
activities
Remedial/ - do - - do - - do - - do -
Enrichment
instruction
Use of games and Teachers Games Role Year – 75 – 100%
simulations in Parents Playing round mastery
checking and Enjoyment &
developing new confidence in
concepts working with
numbers
4. Summative Teachers Teacher – August Group contest
Evaluation of basic made Tests 75 – 100%
facts mastery
B. Teachers
1. Construct/use pre-test School Existing April – Graded 100%
on content skills Head Pre-tests, May content skills
covered for the whole Teachers teacher-
year made
formative
tests
2. Analyze errors of Teachers Test results June Classification
students of errors:
 Careless
errors
 Conceptual
Errors
3. Pre-test/needs Teachers Test results June
analysis on teaching
strategies/approaches/
pedagogy in teaching
MAKABAYAN
4. INSET Teachers  hand-outs  adequacy
 Buzz session/Seminar Student  stones/ April – and appro-
on effective teaching Heads marbles, May – June priateness of
practices sticks num- manipulatives,
 preparation of ber cards, instructed
manipulatives/ place value materials to
instructional charts boxes, grade level
Initiative/Strategies/ Responsible Resources Time Success
Activities Persons Needed Line Indicators
materials (games, Teachers shapes,
puzzles, math riddles, Students perception
etc.) cards,
 Buzz session Teacher Hundred Year -  knowledge
 Integration of facts in Student boards, abacus, round and skills in
the four areas fractional use of STAD,
 69

 Cooperative learning charts/cut-outs, TAI, Jigsaw,

 Peer coaching geometric strips CIRC, etc.
 Mentoring  Markers,
 STAD cardboards,
 Jigsaw recycled
 TAI materials
 CIRC  Math
 Focus learning specialist,
resource
 CBI
materials, Math
 Thematic Teaching
supervisors/
 Inquiry coordinators,
 Tri-Question Masters
Method Teachers
 Four ACES Method  Existing
materials,
assignments,
textbooks
5. Portfolio Teachers Folder bags Year – Clear &
documentation Students Pictures round accurate reports
Reliable &
presentable
reports
C. Parents Year –
1. Sharing of expertise Parents round
2. Parent aide Parents Year –
Sharing of expertise round
3. Parent follow-up Parents Year – Feedbacking &
round homevisits
D. School Heads All teachers
1. Prepare supervisor plan to Schools Schedule Every Monitored
monitor MAKABAYAN clas- Head quarter Effectiveness
ses and use of manipulatives. of supervisory
 Observation and Feedbaking techniques/
 On the spot testing (oral and forms
written)
2. Meet with parents on pupils’ School head Pupils’ problem As needed Parents’
problems and performance testimonies
3. Parent follow-up School head Certificates Feb. & Collection of
March portfolio

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

 70

This chapter presents the synthesis of vital insights and understanding of this

research. It is reflected in the summary, conclusions and recommendations.

Summary

The research is anchored to determine the level of effectiveness of teachers in

Makabayan and the achievement level of grade six pupils in the district of Trento, division of

Agusan del Sur, SY 2006-2007. The specific problems focused on the professional

preparation profile of grade six Makabayan teachers, their level of teaching effectiveness

among the areas of traits of effective teaching, teaching styles, teaching skills, guidance skills

and evaluation skills; the achievement level of pupils in Makabayan; the significant

difference on the five variables cited; and whether the achievement level of pupils is

influenced by the teachers’ professional preparation profile and their level of teaching

effectiveness.

The questionnaire was the primary tool; the whole enumeration data was used for the

teacher respondents, while random sampling was used for the pupil respondents.

For the treatment of data the simple percentage scale, weighted mean, chi-square

value, coefficient of contingency and t-test were employed.

Findings

From the presentation and analysis of data, these findings are given:

1. The professional preparation profile of Makabayan teachers is in the prepared

level. Their in-service trainings is in the well prepared level, while educational qualification

and teaching experience are in the prepared level.

2. The level of effectiveness of Makabayan teachers is very satisfactory.

__
Descriptive
Areas WX
Rating
 71

Traits of Effective
3.48 VS
Makabayan Teachers

Teaching Styles 3.46 VS

Teaching Skills 3.34 S

Guidance Skills 3.43 VS

Evaluation Skills 3.44 VS

Ave. 3.43 VS

3. Ho1 is not rejected. There is no significant difference on the level of

effectiveness of teachers teaching Makabayan in grade VI.

4. The achievement level of grade VI pupils in Makabayan is 73.83

HEKASI 74.42

EPP 71.85

MAPE 73.8

EPK 75.4

Ave. 73.83

5. Ho2 is rejected. There is a slight significant relationship between the

achievement level of pupils in Makabayan, the professional preparation profile and their

level of teaching effectiveness.

Conclusions

From the findings, these conclusions are drawn out:

1. The Makabayan teachers in grade six are qualified to teach the subject. Their

in-service trainings attended and experience in teaching have contributed to their

skillfulness in teaching Makabayan.

 72

2. Makabayan teachers do not teach solely according to one style but move back

and forth from one to the other. The decision to adopt a particular teaching style seemed

to depend on the need to cater for all learning styles. The nature of the topic or “what to

be taught”, the kind of pupils and time restraints in moving to more innovative styles.

In addition, their teaching competencies can be used as a powerful generator of

ideas that can go beyond the disciplinary limits of the subject.

3. Makabayan teachers use common pedagogy simply as a motivator to teach

content skills to justify their observance of the curriculum.

4. The achievement level of students is dependent upon the professional

preparation profile of teachers and their teaching competencies. Maintaining realistic

expectations, instructional skills using innovative strategies and exercising time

management are ways to improve standard level of achievement.

Recommendations

From the findings and conclusions, these recommendations are given:

1. Makabayan teachers should endeavor to finish their masteral degree program

and continuously read professional books, journals and magazines to equip them with the

cognitive, affective and psychomotor skills in teaching.

2. Varied activities on the different teaching styles/skills like thematic teaching,

focus teaching, integrative method, cooperative learning and other innovative strategies/

techniques should be identified and outlined to make teaching-learning processes effective.

3. Mastery learning technique should be observed strictly as well as item

analysis should be done every after summative test to point out the content skills that are
 73

not mastered. Remediation activities should be done to improve the mastery level of

pupils.

4. Makabayan teachers should learn to balance time across teaching, action

research and service. They should seek advice on teaching from colleagues and

consultants and should be highly energetic, curious and humorous to improve instruction.

5. The administrators and Makabayan teachers should peruse the proposal in-

service training appended thereof in this research.

Avenues for Further Research

1. The Implementation of Makabayan in the Intermediate Level.

2. The Makabayan Program in the Primary and Intermediat Level: An

Assessment

BIBLIOGRAPHY

BOOKS
 74

Acero, M. 2000. Principles and Strategies in Teaching. Quezon City. Phoenix

Publishing House.

Barnes, Donald 1996. New Approaches to Teaching Elementary Social Studies.

USA, Burgeos Publishing Company.

Brookfield, Stephen 1998. Becoming A Teacher. San Francisco, Jossey-Bass.

Chison, R. 1993. Teaching with Style. New York, Harcourt.

Clark, Leonard 1993. Teaching Social Studies in Secondary Schools. New York,
Mac Millan.

Douglas, Selwyn 1995. Arts and Humanities in Social Studies. Washington, D.C.
National Council for Social Studies.

Duncombe, K. 2005. The Craft of Teaching. San Francisco, Jossey-Bass.

Gines, T. 1998. Classroom Assessment Technique. San Francisco. Jossey Bass.

Gonzales, S. 2002. Strategies in Teaching, Quezon City, Rex Publishing House.

Lardizabal, Amparo 1998. Principles and Methods of Teaching. Quezon City,

Rex Publishing House.

Lardizabal, Amparo 2005. Principles and Methods of Teaching. Quezon City,

Rex Publishing House.

Lowman, Joseph 1996. Effective Teaching. New York: Mc Millan Company.

Mehlinger, Howard D. 1981. Teaching Social Studies. London: Billing & Sons,
Ltd.

Michaelis, John 1992. New Designs for Elementary Curriculum and Instruction.
New York: Mc Graw Hill Inc.

Schom, Donald 1993. Crucial Issues in Teaching Social Studies. New Jersey:
Prentice Hall.
Ulit, Enriquita 2000. Teaching the Elementary School Subjects. Manila, Rex
Bookstore.
 75

PERIODICALS/HANDOUTS

Grasha, A. 1996. “Practical Guide to Teaching and Learning Styles”. Pittsburg:

Alliance

Basic Education Curriculum 2002

UNPUBLISHED MATERIALS

Bitbat, Jacinto Jr. “The Implementation of Social Studies and Technology and
Home Economics of the Divisions of Leyte, Proposed Plan of Action”
Unpublished Master’s Thesis, University of Visayas, Cebu City.

Cad, L. “Survey on the Implementation of Home Economics in the Secondary

Schools of the Division of Samar” Unpublished Master’s Thesis, Cebu
State College, 1997.

Canamales, Corazon. “Technology and Home Economics as Implemented in

Natioal Secondary School in Hindag, Leyte: Actualization & Proposal”
Unpublished Master’s Thesis, University of the Visayas, 1996.

Doronio, M. “Implementation of Technology and Home Economics in Area II of

Leyte Division” Unpublished Master’s Thesis, University of the Visayas,
Cebu City, 1995.

Dumpit, Wilfredo. “The Implementation of Industrial Arts Program in Lingig,

Surigao del Sur” Unpublished Master’s Thesis, Andres Soriano College,
Mangagoy, Bislig City, 1985.

Tale, M. “The Implementation of Technology and Home Economics Prograom”

Unpublished Master’s Thesis, Foundation University, Dumaguete City,
1993.

Yparraguerre, Flaviano. “The Implementation of the Teaching of Industrial Arts

in Public Elementary Schools of Bislig City, SY 2001-2002: Basis for an
Action Plan, Unpublished Master’s Thesis, Andres Soriano College,
Mangagoy, Bislig City, 2002.
 76

APPENDICES
 77

APPENDIX A

Republika ng Pilipinas
KAGAWARAN NG EDUKASYON
Rehiyon ng Caraga
Sangay ng Surigao del Sur

_________________

The Schools Division Superintendent

Tandag, Surigao del Sur

Thru: _________________________
Schools District Supervisor
Mangagoy II District

Madam:

I have the honor to request from your good office that I be permitted to float
questionnaires in the schools in the district. This is in connection with my proposed thesis
entitled “THE TEACHING EFFECTIVENESS OF TEACHERS IN MAKABAYAN
AND THE ACHIEVEMENT LEVEL OF GRADE VI PUPILS IN THE DISTRICT OF
TRENTO, DIVISION OF AGUSAN DEL SUR, SY 2006-2007: BASIS FOR AN
INTERVENTION PROGRAM”

Your favorable action and consideration on this request is highly and earnestly
solicited.

Very truly yours,

(Sgd.) Marlito T. Logronio

Researcher

Approved:

(Sgd.) ________________________
Schools District Supervisor
 78

APPENDIX B

QUESTIONNAIRE ON THE LEVEL OF EFFECTIVENESS OF

GRADE VI MAKABAYAN TEACHERS AND ACHIEVEMENT
OF PUPILS IN TRENTO DISTRICT OF TRENTO,
AGUSAN DEL SUR, SY 2006-2007: BASIS
FOR AN INTERVENTION PROGRAM

PART I

A. Professional Preparation Profile. Please check on the appropriate space where you
belong to have attended.

1. Educational Qualification:
_____ MA ______ BEED
_____ BEED w/ MA units ______ Others (Pls. specify

2. Teaching Experience
_____ 1 to 5 years ______ 10 - 14 years
_____ 6 to 9 years ______ 15 years up

3. In-Service Training Attended

_____ School Level ______ District Level
_____ Division Level ______ National Level
_____ Regional Level

PART II. Level of Effectiveness: Please indicate with a check mark on the space
provided for by using the following scale.

Category Explanation Weighted

Very effective Use all the time 4

Effective Use occasionally 3
Less Effective Not often used 2
Not Effective Not used at all 1

4 3 2 1
1. Traits of Effective Teacher
Gets down to business by starting class promptly and well
organized
Teachers appropriately at fast pace, but stops regularly to check
pupils comprehension.
Uses variety of instructional strategies rather than lecture alone.
Focuses on the topic ad explains clearly.
Uses humor in keeping with pupils' style in learning.
4 3 2 1
 79

Practices good management techniques, holding the attention and

respect of the group.
Provides immediate answers to questions or comments and
corrective feedback when needed.
Praises pupils' answers and uses probing questions to extend
answer.
Provides a warm classroom climate by allowing pupils to speak
freely.
Uses non-verbal behavior, such as gestures, walking around, and
eye contact to reinforce their comments.
2. Teaching Styles
Expert - is concerned with transmitting information from a status;
challenges pupils to enhance their competence.
Formal authority - is concerned with acceptable ways to do things
and providing pupils with structure they need to learn.
Personal model - believes in tending by personal example; oversee
and guide pupils to emulate.
Facilitator - emphasizes the personal nature of teacher-student
interactions; and grades students to emulate.
Delegator - is concerns with developing pupils' capacity to function
autonomously; encourages independent projects.
Practice style - having pupils perform skills repetitively.
Reciprocal style - helps pupils perfect the skills and how to help
others.
3. Teaching Skills. Uses the following in all lessons.
Cooperative Learning
Student-Team Achievement Division
Team Assisted Instruction
Jigsaw
Peer Teaching
Textbook Method
Conceptual Approach
Study Group Method
Brainstorming
Field Trip
Process Approach
Collaborative Learning
Content-based instruction
Thematic teaching
Focus inquiry
Team quiz
4. Guidance Skills
Helps pupils' problems and needs and helps meet them.

4 3 2 1
 80

Provides for the maximum involvement of pupils in learning

activities.
Stimulates and compliments pupils to elicit positive and active
interaction.
Functions effectively as a member of the learning group.
Helps develop self-discipline
Confers with parents on progress of pupils
Checks and solves attendances, promptness and tardiness of pupils.
Encourages pupils to do assignment and study lessons daily.
Groups pupils by levels.
Explains/analyzes results of tests.
Creates and tries techniques, strategies to improve pupils learnings.
5. Evaluation Skills
Selects, evolves and utilizes criterion-referenced tests.
Gives formative tests after the end of the lesson.
Analyzes results of formative tests and gets the mastery level of
pupils
Gives remediation/remedial instruction to pupils who failed to
achieve the mastery level.
Interprets test results skillfully.
Utilizes test results as basis for improving instruction.
Uses specific criteria in giving formative tests.
Utilizes test-plan book always
Make table of specifications
Analyzes/feedbacks results of summative tests.

APPENDIX B
 81

DIVISION ACHIEVEMENT TEST

MAKABAYAN-V
SY 2006-2007

Panuto: Basahin ang mabuti ang bawat tanong. Piliin ang tamang sagot. Titik lamang
ang isulat.

1. Ano ang katangian ng populasyon na makatutugon sa pag-unlad ng bansa?

a. mayayaman at mapagmataas c. matatalino at mapang-api
b. malulusog at matatalino d. malulusog at mapangyurak

2. Ibigay ang kabuuang populasyon ng Pilipino sa kasalukuyan

a. Humigit kumulang sa 80 milyon c. Humigit kumulang sa 90 milyon
b. Humigit kumulang sa 85 milyon d. Humigit kumulang sa 95 milyon

3. Ano ang salik na may kinalaman sa paglaki ng populasyon?

a. panganganak ng marami c. maagang pagkamatay
b. maagang pag-aasawa at panganganak d. pagkabaog ng marami

4. Matatagpuan sa Metro Manila at iba pang pangunahing siyudad sa bansa ang

populasyong ito.
a. populasyong urban c. populasyon ng mga mangingisda
b. populasyong rural d. populasyon ng mga magsasaka

5. Kabilang sa populasyong _______ ang mga magsasaka, mangingisda, magtotroso at

minero
a. rural b. urban c. mahihirap d. urban-rural

6. Ito ang bilang ng tao sa bawat kilometro-kuwadrado ng lupain.

a. kasarian b. distribusyon c. populasyon d. kapal

7. Ano ang pangunahing dahilan ng pandarayuhan?

a. pagbabago ng tirahan
b. pagkakaroon ng hilig sa paglalakbay
c. pagkalulong sa barkada
d. hanapbuhay at kalusugan ng mga kasapi g pamilya

8. Ano ang epekto ng pandarayuhan sa pook na nilipatan?

a. lumiliit ang populasyon sa nilipatan
b. nagiging malaki ang lugar na nilipatan
c. lumalaki ang populasyon sa nilipatan
d. nababawasan ang suliranin ukol sa populasyon

9. Maitim, pandak, sarat ang ilong at kulot ang buhok ng __________ na pinagmulan ng
unang Pilipino
a. American Negro b. Indian c. Indonesian d. Negritoes
 82

10. Matangkad, malaki ang panga at unat na unat ang buhok ng ________ ang ikalawang
grupo ng mga taong pinagmulan ng unang Pilipino
a. Americans b. Indonesians c. Canadians d. Australians

11. Kayumanggi ang kulay ng balat at di-gaanong matatangkad ang ikatlong grupo ng
mga taong pinagmulan ng unang mga Pilipino. Sila ang __________
a. Malays b. Mohammed c. Negrito d. Indonesian

12. Aling mga pagpapahalaga at paniniwala ang magbubuklod sa mga Pilipinas?

a. pagdalaw sa mahal sa buhay na yumao, sa araw ng mga patay
b. pagkanya-kanya ng lakad
c. pagdalo sa mga pagtitipon ng iba’t-ibang grupo
d. pagpapautang ng malaking halaga na may porsyento

13. Anong tradisyunal na pagpapahalaga ang ipinahihiwatig ng kasabihang ito, “Nasa

Diyos ang awa, Nasa tao ang gawa”?
a. pagpapahalaga sa tulong ng Diyos at sa paggawa
b. bahala na
c. pagsamba at pagdakila sa Diyos
d. pananalig sa magagawa ng Diyos at tao.

14. Karamihan sa mga unang Pilipino ay tumira sa tabing ilog. Ano ang dahilan?
a. madali lamang silang makakuha ng pagkain
b. madali silang makaiwas sa kaaway
c. malamig at maganda ang paigid
d. maraming namimigay ng pagkain doon

15. Bakit palipat-lipat ng tirahan ang mga unang Pilipino?

a. dahil nais nilang maglakbay palagi
b. upang may mapagkukunan ng ikabubuhay
c. dahil gusto nilang iba-iba ang kasama
d. upang palaging bago ang tirahan nila

16. Inaalayan ng alak ng mga unang Pilipino ang mga patay noong panahon. Ano ang
pinatunayan nito?
a. mayayaman sila
b. pinahahalagahan ng mga ninuno ang mga patay
c. sagana sila sa mga pagkain
d. pinasasalamatan nila ang mga patay

17. Ano ang dahilan sa pag-angkop ng panahanan sa kapaligiran ng ating mga ninuno?
a. upang mapangalagaan ang sarili sa lamig at init ng araw
b. upang lagi silang masaya
c. upang makapagtanim sila ng mga puno
d. upang mailigtas ang sarili sa mababangis na hayop

18. Anong pangkat ng mga unang Pilipino ang hindi maaring mag-angkin ng ari-arian?
a. Datu b. alipin c. maharlika d. Rajah
 83

19. Alin sa mga sumusunod na tungkulin ng mga Muslim ang nagpakita ng pagdamay sa
kapwa?
a. Paglalakbay sa Mecca
b. Pagbibigay ng ika-sampung bahagi ng kanilang kita para sa nangangailangan
c. Pagdarasal ng limang beses araw-araw

20. Alin sa ibaba ang sumusunod sa mga aral ni Mohammad?

a. Muslim b. Kristiyano c. Protestante d. Baptist

21. Noong panahon ng Espanyol ang pinakamaliit na yunit ng pamahalaan ay _______.

a. barangay b. sultanato c. pueblo d. hukbo

22. Ano ang tawag sa pook tirahan ng isang pangkat ng tao?

a. pamilihan b. panahanan c. tindahan d. libangan

23. Bakit dumating ang mga tsino sa Pilipinas?

a. upang makipagkaibigan c. upang makipagkalakalan
b. upang makipaglaban d. upang makakahukay ng kayamanan

24. Anong babasahin ang ipinalabas ang ipinalabas ni Marcelo H. del Pilar na nakaabot
sa maraming Pilipino?
a. Diaryong Tagalog c. Noli Me Tangere
b. Diaryong Espanyol d. La Solidaridad

25. Alin ang layunin ng Greatest Asia Co-Prosperity Sphere?

a. Pagkakaisa ng mga bansang Silangang Asya para sa katahimikan, kaayusan at
kaunlaran.
b. Pagbuklod ng mga bansang kanluranin
c. Pagpapanatili ng bansang Hapon
d. Pagpapalaganap ng Niponggo

26. Sino ang tinaguriang “Utak ng Himagsikan” ng Pilipinas?

a. Marcelo H. del Pilar c. Emilio Aguinaldo
b. Apolinario Mabini d. Jose Rizal

27. Anong patakaran ang inilunsad ni Pangulong Carlos P. Garcia ang nagbigay sa mga
Pilipino ng karapatang mauna sa paglinang ng likas na yaman ng bansa?
a. “Bayan Muna” c. “Mamayan Muna”
b. “Pilipino Muna” d. “Manggagawa Muna”
28. Noong unang panahon ang ating mga ninuno ay nakipagkalakalan na sa ibang bansa
sa pamamagitan ng “barter” na ang ibig sabihin ay ___________.
a. pag-angkat ng mga kalakal c. pakikipagpalit ng ating mga produkto
b. pagbibigay ng mga produkto d. pagpapalitan ng kalakal

29. Sino sa mga sumusunod ang unang babaeng pangulo ng Pilipinas?

a. Gloria Macapagal Arroyo c. Corazon C. Aquino
b. Gabriela Silang d. Loren Legarda
 84

30. So Jose Rizal ay nakikipaglaban sa mga Espanyol sa pamamagitan ng;

a. baril b. pagsulat c. sibat d. pagtula

31. Sino ang tumutol sa pagkakaroon g “base military” ng Estados Unidos dito sa
Pilipinas?
a. Manuel A. Roxas c. Sergio Osmeña
b. Manuel L. Quezon d. Carlos P. Garcia

32. Alin sa mga sumusunod na kasabihan ang nagpapakita ng paniniwala ng mga Pilipino
sa kanilang panginoon?
a. “Kung may hirap, may ginhawa”
b. “Kung may isinuksok may madudukot”
c. “Kung may bagyo, may araw ring darating”
d. “Mapalad ang maunawain sa kapwa dahil nasa kanila ang pagpapala ng
Maykapal”

33. Hilig mo ang panggagamot. Hindi kayang tustusan ng iyong mga magulang ang
iyong pag-aaral. Ano ang gagawin mo?
a. tumigil na sa pag-aaral
b. manghingi ng limos
c. magtapos ng kursong kayang tustusan ng magulang
d. maghahanapbuhay na

34. Tumutulong ito sa lahat ng pook na himpapawid na nasa ibabaw ng lupa at tubig na
sakop ng Pilipinas.
a. Dagat-Teritoryal c. Panloob na tubig ng Pilipinas
b. Kalawakang panghimpapawid d. Kalapagang Insular

35. Tumutukoy ito sa lugar-submarino na umaabot sa ibayo ng dagat teritoryal pababa sa

ilalim nito.
a. panloob na tubig ng Pilipinas c. dagat-teritoryal
b. ang ilalim ng dagat d. kalapagang insular

36. Ano ang maaring mangyayari kung pahihintulutan ng mga Pilipino na patagin ang
mga bundok upang gawing mga subdibisyon?
a. magiging syudad ang buong Pilipinas
b. maaaring mawasak ang buong bansa sanhi ng grabeng pagbaha
c. aangat ang ekonomiya ng bansa at makababayad na ito sa ahat ng utang panlabas
d. mapagaganda at maayos ang topograpiya ng bansa.

37. Bakit mahirap magkais ang diwa ng mga Pilipino?

a. hiwa-hiwalay ang mga pulong bumubuo sa bansa
b. higit na malawak ang kapatagan kaysa kabundukan sa bansa
c. hindi naman magkakapatid ang mga Pilipino
d. iba-iba ang mga magulang ng mga Pilipino
38. Sino ang mamamayang naturalisado?
a. dayuhang nakamit ang pagkamamamyang Pilipino ayon sa itinakda ng batas.
 85

b. Pilipinong nakapangasawa ng dayuhan

c. Maitim ang balat ngunit matangos ang ilong
d. kulot na kulot ngunit maputi ang balat at matangkad

39. Bakit mahalaga ang pamahalaan?

a. maraming pera at kaya matutulungan ang lahat ng nangangailangan.
b. Kakampi ng mga mamamayan ang lahat ng pulis at sandatahang lakas ng
Pilipinas.
c. Inaalagaan nito ang kapakanan at kaligtasan ng mga mamamayan.
d. Maaasahan ang lahat na opisyales ng pamahalaan.

40. Paano maipapakita ng isang batang tulad mo ang gawang kabayanihan sa munting
paraan?
a. magpakamatay dahil sa kaibigan c. gumawa ng mabuti sa kapwa
b. labanan ang kaaway ng kaibigan d. magdala ng patalim saanman magpunta

41. Ang damit na dapat isuot sa paaralan ay ang ________.

a. maganda at mamahalin c. maluwag at manipis
b. matibay at madaling labhan d. magaan at madulas

42. Kapag magkaroon ng menstruation ang babae, ano ang kahulugan nito?
a. pagsulong at pataas ng timbang
b. pag-unlad ng pangunahing bahagi ng pangkasarian
c. pag-unlad ng ikalawang pangkasariang katangian
d. pagbabago ng sukat ng katawan

43. Magandang magsabit ng ________ sa sala at silid kainan.

a. larawan ng mag-anak c. larawang may kinalaman sa rehiyon
b. larawan ng magandang tanawin d. larawan ng mga kandidato

44. Ano ang dapat isinisilbi sa mga maysakit o diperensiya sa tiyan?

a. solid diet b. semi-solid diet c. liquid diet d. solid at semi-solid diet

45. Bakit magkaroon ng talatakdaan ng mga gawain sa tahanan?

a. upang makatipid sa oras at lakas sa paglilinis
b. upang mapaghatian ang gawain sa bawat kasapi ayon sa kakayahan
c. titk A at B

46. Ang ____________ ay ilan sa mga pagkaing may taglay na sustansiya upang
mapangalagaan ang katawan sa sakit at inspeksyon.
a. malunggay, karot, dalandan, okra
b. mantikilya, niyog, pula ng itlog at taba ng karne
c. tinapay, kanin, mais at mga halamang ugat
d. kanin, isda, karne, gulay at tinapay

47. Talakayin ang mga pakinabang na idudulot sa paghahalamang gulay.

a. nakakatipid ng pera c. nagbibigay ng pagkain
b. nakaragdag sa kita ng mag-anak d. Lahat ng A,B at C
 86

48. Alin sa ibaba ang dapat isaalang-alang sa pag-iimbak ng pagkain?

a. halaga ng pagkaing iimbakin c. mga kagamitang kakailanganin
b. panahon ng tagapagluto d. mga pagkaing wala sa panahon

49. Ano ang gagawin mo sa mga bahagi ng bagay na gumagalaw tulad ng pintuan?
a. pabayaan lang itong gumalaw
b. lagyan ng langis ang bisagra nito
c. kiskisin ang mga kalawang sa bisagra nito
d. lagyan ng tubig ang bisagra

50. Anong pandikit ang angkop sa tsinelas?

a. glue b. pasta c. rugby d. mighty band

51. Sa malalaking baboyan, ano ang pinakakain sa kanila?

a. karneng baboy b. aratilis c. ipil-ipil d. commercial feeds

52. Para sa wastong panahon ng pagtatanim ng halamang gulay, dapat tayong

sumangguni sa __________.
a. Kalendaryo ng pagtatanim c. Imbentaryo ng kagamitan
b. Talaan ng paghahalaman d. Listahan ng materyales

53. Aling kagamitang ang mahalaga sa paghahalamang-gulay dahil nakakatipid ng

panahon at nagiging tuloy-tuloy ang paghahalaman?
a. kahong punlaan b. kamang taniman c. balag d. pagpupunla
54. Matapos gamitin ang mga kasangkapan paao mo ito ililigpit?
a. pabayaan sa lansangan
b. hulgasan muna at ilagay sa ilalim ng mesa
c. hugasan muna at itabi sa sulok
d. hugasan muna at lalagyan ng langis

55. Ang pagtatanim ng halamang gulay ay nakakalibang at kapaki-pakinabang dahil;

a. ito ay dagdag na gawain c. ito ay dagdag na kita sa pamilya
b. ito ay dagdag na gastos d. ito ay isang mahirap na gawain

56. Allegro ang tempo ng awit. Paano ito aawitin?

a. mabagal b. mabilis c. katamtamang bilis d. katamtamang bagal

57. Isang paraan sa pagtugon sa hulwarang ritmong ¾ ang pagsasagawa ng _________.

a. Pantomima b. polka c. martsa d. balse

58. Isulat ang pangalan ng so-fa silaba sa ilalim ng nota.

59. Naawit ni Basil Valdez ang mga himig na matataas ang tono ______ ang timbre ng
kanyang awit.
 87

a. tenor b. soprano c. alto d. baho

60. Paano aawitin ang bahagi ng awit na may senyas fff?

a. mahina b. malakas c. medyo malakas d. buong lakas

61. Aling paksa ng myural ag higit na kapaki-pakinabang sa sariling pamayanan?

a. pagsali sa dula-dulaan c. pagbuo ng samahan
b. paglikha ng mga awit d. Pagpapaganda ng sariling pamayanan

62. Ang poster na walang kapareha ay nagpapahiwatig ng pagiging __________.

a. kawili-wili b. kaakit-akit c. kapansin-pansi d. orihinal

63. Ang bahay-gagamba ay nahahawig sa ritmong __________

a. sequence b. parayos-rayos c. salit-salit d. sunod-sunod

64. Isang uri ng paglilimbag na ginagamitan ng bagay na buo at medyo matigas

a. block printing c. stalk printing
b. paglilimbag ng luwad d. crayon printing

65. Kilala ang solo sa katutubong sining na __________.

a. Banig b. kuwentas c. muwebles d. hikaw

66. Anong ehersisyo ang nakapagwawasto sa talpak ng paa?

a. pagpulot ng holen sa pamamagitan ng paa
b. pagjogging tuwing umaga
c. pagsuot ng mabigat na sapatos
d. paglakad na nakapaa

67. Aling ehersisyo ang makapagwawasto ng di pantay na balikat?

a. pagjogging c. paglalaro ng “tug of war”
b. salisihang pagtaas ng balikat d. pagyuko

68. Saang lugar ligtas maglaro?

a. sa tabi ng kalsada c. sa loob ng bahay
b. tabi ng bangin d. sa malinis na palaruan

69. Aling ehersisyo ang nakapagwawasto ng pagkahukat?

a. pag-unat ng braso pataas o patalikod
b. pagpapaikot ng leeg
c. pagpapaikot ng tuhod
d. pagukso-lukso

70. Anong kasangkapang pisikal ang pinauunlad ng pagbabras?

a. kalamnan ng binti c. kalamnan ng mga braso
b. kalamnan ng mga tuhod d. katatagan ng dibdib
 88

Curriculum Vitae

Name : Marlito T. Logronio

Address : Gumamela Cor. Rosal St. Poblacion Trento, Agusan

Sur

Date of Birth : December 16, 1966

Place of Birth : Aras-asan Cagwait, Surigao del Sur

Civil Status : Married

Educational Background

Elementary : Aras-asan Elementary School 1973 - 1979

Aras-asan Cagwait, Surigao del Sur

Secondary : Unidad Barangay High School 1979 - 1983

Aras-asan Cagwait, Surigao del Sur

College : Saint Theresa College 1984 – 1988

Tandag, Surigao del Sur

Graduate Studies : Andres Soriano College

Mangagoy, Bislig City

Examination Passed : Professional Board Examination for Teachers

Rating : 75

Place of Examination : Davao

Teaching Experience : 15 years

Position : Teacher II