1. Mark Anthony C. Española
Diploma in Social Studies Education
UNIVERSITY OF THE PHILIPPINES
Open University
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2. Abstract
The present study primarily aimed to compare
students’ academic performance based on the teaching
approaches and materials used in teaching social
studies. The study was conducted at Mariano Marcos
Memorial High School, Sta. Manila. The participants of the
study composed of 7th grade students of Mariano Marcos
Memorial High School. This study made use of a causal-
comparative research method wherein the participants
of the study were divided into two groups--the control
group and the experimental group.
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3. Abstract
The present study made use of a unit test as the primary
data collection instrument. The scores obtained by the control
group were compared with the scores obtained by the
experimental group to ascertain the effect of teaching early
Filipino civilization using a social constructivist approach and a
traditional teaching method. The unit test score results showed
that students in the experimental group obtained higher scores
rather than the students which comprised the control group.
Findings of the research indicate that the use of social
constructivist approach in teaching social studies (i.e. early
Filipino civilization) increases students’ academic
performance evident with the results from the unit test
administered to both group of participants.
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4. Literature Review
This paper is anchored on the theory of social constructivism.
Social Constructivism in Theory
The theory of social constructivism belongs to the three main
schools of thought in the constructivist theory of education. This theory
has been developed and supported by many educational theorists like
Kenneth Gergen and John Dewey, to name a few. The basic concept
behind social constructivism is premised on the principle that knowledge is
constructed by means social interaction which is the result of social
processes (Gergen, 1995).
In numerous classrooms, social studies are being taught through
teacher-centered activities which include techniques such as memorization
of facts, lectures, and a heavy reliance on textbooks (Rice & Wilson, 1999).
Dewey called this style of teaching as the “traditional” model of
education. This “traditional” view of communicating information in social
studies classrooms is paradoxical when one thinks of the way that the
material, facts, and processes, are determined. Dewey asserted that the
learning materials utilized by teachers in their social studies class must be
socially constructed
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5. Literature Review
Social Constructivism in Practice
One social constructivism classroom approach is the
anchored instruction aimed at helping students to become more
actively engaged in learning by means of situating or anchoring
instruction around an interesting topic.
If the theory of social constructivism is applied to a classroom
setting, it is hoped to have significant impact to students alike. Social
constructivism may affect how classrooms are managed and the role
played by the social studies teacher in classroom instruction. The
teaching of social studies can be implemented in a variety of ways from
a social constructivist approach. Some methods that social
constructivism can appear in the classroom are application of
educational technology towards a more interactive classroom
set-up and using collaborative learning activities to foster
cooperation among students.
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6. Results
Table 1 presents the unit test results obtained by the students from
both groups—experimental and control groups.
Table 1. Unit test results of the experimental group versus the control group
Score Range Frequency
Experimental Control
45-50 17 11
35-44 14 17
25-34 7 10
24 and below
Total 38 38
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7. Results
Results shows that there more students (i.e.
frequency of 17) from the experimental group who obtained
the highest scores which ranges from 45 to 50, as compared
to the control group whereas only 11 students obtained scores
which ranges from 45 to 50.
On the other hand, there are more students (i.e.
frequency of 17) from the control group who obtained average
scores which ranges from 35 to 44, whereas only 14 students
from the experimental group obtained the same score ranges.
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8. Results
Lastly, there is lesser number of students (i.e.
frequency of 7) from the experimental group who obtained
the lowest scores which ranges from 25 to 34, as compared to
the control group wherein 10 students got the lowest score
ranges.
The overall figures cited showed that students among
the experimental group obtained higher scores than their
counterparts in the control group.
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9. Results
The obtained scores of the student from the unit test
show that the teaching methods (i.e. social constructivist
approach for the experimental group and traditional lecture
method for the control group) employed have different levels of
effectiveness.
This study shows that in social studies teaching,
learning environments where teaching materials prepared in
accordance to constructivist and social constructivist
learning principles are used is more effective than traditional
teaching.
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10. Results
Collaborative learning activities (i.e. role playing and
group workshops) were employed in teaching early Filipino
civilization to the experimental group.
The highest scores obtained by the students of this
group showed the positive effect of collaborative learning to
students’ academic performance as seen on the unit test results.
This finding is parallel to the claim of the proponents of
collaborative learning, whereas the active exchange of ideas
within small groups not only increases interest among the
participants but also promotes critical thinking.
The results obtained through this study show that the
teaching materials (i.e. unit and lesson plans) structured
according to social constructivist learning principles
increases academic performance of students in social
studies subjects.
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