The Use of Pedagogical Approaches in Teaching World History among Grade 9 Students

Abstract

INTRODUCTION

History is inundated with the stereotype of being boring due to the plethora of facts that require memorization. Oftentimes, when students are asked to tell something about History, the first thing that comes to their mind is a deluge of names and dates that they have to remember whenever there is an examination to take. It is in this sense that the researcher conducted this study which aimed to find out effective approaches that could help students reached their maximum potentials and improve their performance and interest in learning World History. Likewise, it intended to enhance the instructional activities used by educators to meet students' needs.

METHODS

This study used the descriptive method to determine the effects of the pedagogical approaches on the students' performance. The researcher used this method since it is deemed more appropriate in analyzing and interpreting the result. The study used total enumeration of the respondents. Section A, B and C were taught using teacher-centered approach while Section D, E and F were taught using student-centered approach. The researcher evaluated the effectiveness of the approaches through the use of pre-test and post-test.

RESULTS

The level of performance of the respondents after the approaches have been utilized was generally good. There is a significant difference between the pre-test and post-test results using teacher-centered (lecture with PowerPoint) and student-centered approach (cooperative learning). Since approaches are of the same effects, a mixture of the two may tighten positive results on students' performance. For example, a teacher-centered approach may be useful to introduce new theme, while a learner-centered approach may be necessary to allow students to explore these ideas and develop a deeper understanding. In general, the best teachers believe in the capacity of their students to learn and carefully utilize a range of pedagogical approaches to ensure that learning will occur.

DISCUSSIONS

Evaluation like pre-test and post-test must be given emphasis in teaching-learning process so that the average learners and slow learners can easily be recognized. History teachers may need to consider varying strategies so that students could enjoy learning. Also, teachers are encouraged to learn to create their own strategies to meet the needs of their diverse students. Since both teacher-centered and student-centered approaches were both effective, it has to be clear with the teacher when to use each method.