Chapter 1

Problem and Its Background

Introduction

We Filipinos, have a rich and dense history, our ancestors

fought battles against different colonizer. As we look back on our

history, who would forget the 333 years of being colonized by Spaniards,

as they treated our ancestors like a slave and benefited in all the natural

resources in the Philippines. The Americans who conquered us for more

than 40 years, and the Japanese occupation during World War II that

left Filipinos broke but still fighting. We have heroes who gave up their

lives for our independence and freedom. Who would forget the first

EDSA people power revolt that happened in the Philippines, as we

became known in the world as we accomplished the first non-violent

people power revolution that became a template for other similarly

situated countries. Given this background, we should be proud of being

a Filipinos. But how about the hope of our future, the youth? Did they

really care about the rich histories that we have? Or they just studied

history as a subject needed to pass for compliance? They always think

that history subject is just a bunch of collective dates, places and

peoples need to be memorize. Is it because that they don’t have sense

of collective nationalism that they have no affinity to the greatness of

our ancestors? That the celebrations of our independence day and the

death anniversaries of our heroes is just a school holidays for them?

It is necessary for us Filipinos to study our own history, for us to know

where we came from and how the stories of the past shapes and

supports our future.

History serves as a guide, by means of looking on history we can prevent

to repeat the mistakes of the past. Studying Philippine history is the

foundation in developing a citizen that has a social understanding and

civic efficacy, which is the goals of Social studies teaching. It also

developed the sense of Nationalism and Patriotism which is important

on being a good citizen of this country. By means of shaping ones

understanding on his own history, he will know how important it is and

enable them to realize how passionately our heroes died for the sake of

independence that we are currently experiencing. In that way, they will

think creatively on how they can help or how they can pay tribute to the

heroes that gave their own lives for this country.

Background of the Study

During the implementations of Revised Basic Education Curriculum

(2002) the Philippine history subject was taught during their first year

in high school but because of the revisions of the curriculum happened

in 2012, the RA 10533 also known as the K-12 Basic Education

Curriculum, in the aim to decongest the curriculum, the Philippine

history subject will be taught in grade 5-6.

Because of rapid development in technology and easy access internet

connection, the youth nowadays was easily invaded by other culture

from other countries. Their attention was captured by those country not

to extent that they forgot their own culture.

There is a story that told by a teacher that out of her curiosity she tried

to assess her students if they know the hero Andres Bonifacio, she got

a printed pictures of Andres Bonifacio and Mr. Bean (a character played

by an English actor Rowan Atkinson) and come to her surprise the

students recognize Mr. Bean more than Andres Bonifacio. It only speaks

the sad reality that the youth that serves as hope of our nations can’t

even recognized the hero who sacrifice his own life for the freedom that

we are currently experiencing.

As the time goes by some of us forget the hardships that our heroes

experienced. The lives that have been sacrifice so that no more Filipinos

will be slaves again.

This study was made to assess the levels of proficiency in Philippine

history among selected Grade 7 students and to find out a solution on

how to uplift the levels of proficiency in studying Philippine history.

Statement of the problem

This study aims to find out the levels of proficiency among selected

Grade 7 students of Navotas National High school, specifically it sought

to answer the following questions.

1. What is the demographic profile of the students in terms:

a. Name (optional)

b. Gender

c. Age

2. What is the levels of proficiency in Philippine history among selected

students as measured by an;

a. Assessment Test
3. What are the factors that affecting the levels of proficiency of the

students in studying Philippine history?

4. How may the result of the study be utilize in the preparation of action

plan for improvement?

Scope and delimitation

The respondents of this study were students that randomly selected

from grade 7 students of Navotas National High School, with the total

number of 150 students included.

The main focus of this study is to know the levels of proficiency in

Philippine history among selected grade 7 students.

Data were collected through conducting assessment test related in

Philippine history.
Significance of the study

This study is aimed not only to answer question and discover knowledge

and information but to allow new findings and solution to be applied on

the following:

To the Students

They are the first beneficiary of this research because the students are

the main concern of this study. The entire product and given solutions

for this problem will be the students own progress and development in

the near future.

To the Teachers

This research promotes teachers to find creative methods in the

teaching and learning process, that will captured the interest of the

students in studying Philippine history.

To the School Administration

Who give them the idea from this research that can be beneficial to

attain the learning outcomes and developing the performance of the

school together with the help of other stake holder.

Future Researchers

Which this study will serve as a basis for future research and can give

alternative solutions that can be useful on researcher’s research.

Research Paradigm

The conceptual framework of the study is illustrated

by the paradigm presented through the Input-Process-Output

INPUT Process OUTPUT

Profile of the  Gathering Action plan on

students in of data how we can
terms of: through uplift the levels
assessment of proficiency in
 Age test and Philippine
 Gender interview history of the
Levels of  Analysis students.
proficiency in and
Philippine interpretati
history among on of data
selected grade 7 gathered
students
]
Definition of terms
Social Studies
- A subject that included in the curriculum also known as
Araling Panlipunan.

History
- A subject that focuses on the story of the past and its
importance.

Assessment
- It’s a tool used to measure the knowledge of the student.

Proficiency
- Mastery level in specific task or idea.

Nationalism
- Willingness to give your own life for your country.

Teacher
- The one who facilitates the learning process.

K-12 Basic Education Curriculum

- A newly implemented curriculum in the Philippines.
 Chapter II
Reviews on Related Literature and Studies

Foreign Studies
According to Jeremy Black and Donald Mac Raild, History is a
demanding subject. It is also important, valuable and requires series
of specific skills as well as more general ones. Studying the past is an
evolving and vibrant area of human knowledge. A knowledge of what
history is, how it evolved and its major currents and theme is, of
course vital to provide context for your learning. At this juncture
however, our emphasis changes for we must turn to the question of
you -the students- as historian in your own right.
According to Dr. A. Cantu and W J. Warren, Social Studies
defined simply as secondary level subject that focuses on social
sciences, emerged during the Progressive Era. Several factors
contributed on this emergence, particularly the role of the historian,
the special concerns of many Progressives who felt social problem
could be solve if studied closely and the firm belief of the historians,
social studies advocates and a variety of reformers in the power of
citizenship education.