Utilization of Teaching Strategies and the Nat Performance of Pupils in Araling Panlipunan

Abstract

INTRODUCTION

The study was conducted to determine the extent of utilization of teaching strategies to enhance the National Achievement Test of pupils in Araling Panlipunan (AP). It also studied the degree of seriousness of the problems encountered by teachers in teaching AP.

METHODS

The study employed a descriptive research design. Weighted mean was used to quantify the extent of utilization of teaching strategies and the degree of seriousness of problems that the respondents encountered. F-test was used to identify if there were differences among the responses of the teachers. Single-factor ANOVA was used to compute the extent of teaching strategies as to years in teaching, highest educational attainment, and relevant training/seminars attended.

RESULTS

Findings of this study showed that the classroom-based teaching strategies were more utilized than individualized teaching strategies and group-based teaching strategies. The pupil-related problems were more encountered problems than teacher-related and school-related problems. There is a significant difference established when classroom-based teaching strategies were compared according to years in teaching; and when individualized teaching strategies were compared according to relevant training or seminars related to AP.

DISCUSSIONS

Relevance can be gleaned when teacher-related and school-related problems were encountered, which were compared according to years in teaching, and when teacher-related problems were compared to educational attainment, and relevant training or seminars related to AP.