The Useof Localized Materialsas Supplementary Resourcesin Teaching World Historyin Governor Felicisimo T. Sanluis Integrated Senior Highschool

Abstract

INTRODUCTION

Educators of the 21st century are on the common frontline of defense that the booming of high-tech informational programmed instruction taking shape in the entry of millennial established highways on the air, thus making education as knowledge industry through a package of electronic classroom teaching-learning process delivered with unprecedented speed and mobility for nations and people to interact with one another by splits of seconds in the attainment of quality standard of living as a complete departure from the laggards of classical days. In the local scenario, the foregoing prelude has been strengthened by Secretary Briones (2017) that the Department of Education envisions that every Filipino in the first city to the last barrio has the infusion for the passionate love of the country through the development and enhancement of values and competencies that would enable for realization of full potential and contributory to the building of a strong nation. In order to achieve this goal, teachers need to upgrade, create interventions, and offer their time and expertise to attain quality education as a constitutional mandate. Being an educator is like having super powers hence attached with it great responsibility. Nevertheless, learners' perceptions in world history are a bit on the adverse side, in addition one of the challenges faced by educators today is the students' low achievement in the subject matter, most particularly in world history as shown by their performance in national achievement test given annually throughout the country.

METHODS

The researcher make use of weighted mean and standard deviation to determine the level of critical thinking skills of the grade 8 students in terms of their pre-test and post-test; to determine the significant difference between the pre-test and post-test of the groups, the independent sample t-test was utilized.

RESULTS

The level of utilization and validation of localized resources as supplementary instructional materials in teaching world history in public high schools in Santa Cruz District is descriptive in design. This is by utilizing purposive sampling technique as basis for distribution and retrieval of locally constructed questionnaire with five-Likert scale checklist to teacher-respondents, and pretest and posttest experimental design issuance to control and experimental groups of Grade 8 students.

DISCUSSIONS

The supplementary instructional material in teaching of World History was effective because it helped the learners relate themselves to the given situations and it gives opportunity to practice individual differences so that learners improve at their own pace.