The Efficacyof Cooperative Learning, Problem Solvingand Conventional Methodson the Achievement of Junior Students in Araling Panlipunan of Barobo Nhs: Basis for an Intervention Program

Abstract

INTRODUCTION

The efficacy of teaching would depend on the teacher's versatility or the ability to balance content in a selecting manner with the use of appropriate strategies necessary in the execution of the lesson in order to efficiently provide quality learning in the classroom (Inocian:1999). This has been the authentic calling and commitment that indeed demand nobility in teaching career from the rest of other professions.

Social Studies as a discipline is a subject approach discipline through which man learn about the problem of survival. It lays more stress on the development of social awareness, empathy and a firm commitment to the common goal as a nation.

METHODS

The study employed the pre-test, post-test non-randomized quasi-experimental design to investigate the achievement level of junior students in Araling Panlipunan. Three groups were involved in this study, the two experimental groups, and the control group.

The design is appropriate in order to evaluate the effectiveness of treatment. This comparison is one between the two groups that are treated exactly alike except for the variable of interest.

RESULTS

The pre-test achievement of students in the experimental classes that use cooperative learning and problem-solving approaches are in the below average level, and the control class that uses conventional method is also below average.The mastery level for the class that uses cooperative learning is 46.36%, the class that uses a problem-solving approach is 44.04%, and the class that uses the conventional method is 43.03%, the post-test achievement level of experimental class A's mean is 31.56%, mean percentage of 63.12%, and an SD of 3.64%. Experimental class B's mean is 29.5% or 59% and an SD of 3.76%. While the control class has 27.06% or 54.12% and an SD of 4.8%.

DISCUSSIONS

The pre-test of the three groups of classes of Araling Panlipunan serves as baseline data for the enhancement of student’s learning's. They have positive effects on both the teachers and the students. The cooperative learning approach is the best and most useful approach in teaching, followed by the problem-solving and conventional method in that order. It is the center stage to provide a concrete learning experience and internalizing varied concepts in Araling Panlipunan. The first two approaches have a positive impact on the achievement of student's interpersonal relationships and attitudes about learning.