Experiential and Analytical Method of Learning in Teaching Social Science and Arts among Senior High School Students

Abstract

INTRODUCTION

This research determines the extent of innovations and experiences of the faculty members in teaching Social Science Subjects and Arts among Senior High School students under the K to 12 Program as mandated by Republic Act 10533. The research aims to determine the innovations and effectiveness of the changing landscape of the Educational system in the Philippines.

METHODS

The study focused on the Positivism Theory. Interview and focused group discussions were used. There were 65 faculty members and students. The main instrument was questionnaire. The descriptive method was utilized to analyze the answers of the respondents.

RESULTS

In the teaching-learning process, the faculty members were able to apply the different strategies and methods in teaching to ensure quality education is given to the learners. Proper classroom management, appreciation of diversity, motivation of learning by doing, promotion of collaborative learning, and continuous learning for the development of the potentials of holistically-learned Filipino citizens were given utmost concern by promoting and instilling the objectives of Social Sciences subjects were applied. The competencies studied were used to evaluate the students' capacities and performance. Furthermore, research is applied to enhance the student's learning ability.

DISCUSSIONS

In the implementation of the K to 12 program, the students were able to grasp the competencies through the use of different strategies such as collaborative methods, Flip-lop learning, learning management system, and hands-on immersion in the different strand/tracks where the learners belong and proper motivation and reinforcement were given individually to determine the effectiveness of the program. Remediation/intervention or one-on-one tutoring were used to enable the students to learn. Education must be responsive to the needs of the ever-changing society, hence outcomes-based education is emphasized.