CHAPTER I INTRODUCTION Introduction Gulang-gulang National High School is one of the public secondary school of Lucena City located

at Zaballero Subdivision, Brgy.Gulang-gulang, Lucena City. It envisions creating an academic institution that produces students who are wholesome and productive members of the community. It has a mission to provide students with an appropriate education that focuses on academic and social aspect of the students. Further, it aims to give them the opportunities, resources and the environment necessary for their development. As such, the Social Studies subject is one of the pre-requisites on every student for them to complete the secondary level. Determining the demographic profile of the respondents is also considered as it used to determine when and where the study should be placed so as to achieve maximum results. It is important that the researcher get the most results for his research, and so careful research means accurate study. Background of the Study Social studies is the "integrated study of the social sciences and humanities to promote civic competence," as defined by the National Council for the Social Studies. As defined in www.wikipedia.com, it is most commonly

recognized as the name of a course or set of courses taught in primary and secondary schools or elementary, middle, and high schools, but may also refer to the study of particular aspects of human society at certain post-secondary and 1

tertiary schools around the globe. At the elementary school level, social studies generally focuses first on the local community and family. By middle and high school, the social studies curriculum becomes more discipline-based and content-specific. It includes various fields which involve past and current human behavior and interactions, such as sociology, history, political science, economics, religion, geography, anthropology, and civics. There is a need to study Social Studies because every Filipino citizen must recognize his individual importance in nation-building. Furthermore, as stated earlier, the students-respondents of Gulang-gulang National High School needed it for them to see the need to grasp firmly the lessons of our countrys history and apply it to their contemporary lives. Issues Aimed to foster global competitiveness on the Philippine education sector, the Department of Education issued the Makabayan subject Makabayan is one of the five learning areas of the Basic Education Curriculum (BEC). The Makabayan subject was introduced in 2002 as part of the Revised Basic Education Curriculum. Makabayan is considered as one of the five key learning areas in the newly-revised curriculum. The other four

are English, Filipino, Science, and Mathematics. Public schools are required to teach the subject, but private schools were given the freedom to integrate it into their own curriculum or not, according to the needs of their students. Teachers of the component subjects of Makabayan are asked to teach the components separately. Each Makabayan subject, except for values education, 2

is taught for one hour daily for four days a week, or a total of 240 minutes a week. It issued that all primary and secondary educational institutions must have only five core subjects: English, Science, Math, Filipino and Makabayan the combination of Social Studies, PE (Physical Education), Health, and the Technology and Home Economics. The Science subject was phased-out in Grades 1 and 2 and reduced the contact time of teaching Science in high school. In Gulang-gulang National High School, the total student population from freshman to senior year is one thousand four hundred and ninety-nine (1, 499). There are five hundred and fifty-four (554) first year high school students where 299 are male and the rest 255 are females, all taking taking up the Social Studies subject under the Makabayan core sixty (60) minutes, four (4) times a week. Selected few freshmen are the target respondents of this educational research. There are four (4) teachers on the school teaching the respective subject. On the implementation of governmental policies affecting the education sector particularly what they called the globalization era, Science & Technology, Mathematics and English subjects are the prerequisites. This statement holds true, as our education caters to a free-market globalization economic policy. Thus, this leaves the Social Studies and other subjects left unscathed. Various educational institutions seem to divert their curriculum on globally-oriented courses and subjects. These tend to market the students to various hospitals, computer firms, call centers, to name a few, all in the name of globalization.

Thus, as a domino-effect, the comprehension of the students on Social Studies seems to decrease. Other factors such emotional disturbance, home and environmental factors are also included in this research. Therefore, this situation in this respective educational institution is increasingly alarming. Statement of the Problem The aim of this study is to determine the contributory factors affecting the students comprehension on Social Studies as viewed by selected first year high school students of Gulang-gulang National High School, School Year 2009 2010 Specifically, it aims to answer the following questions: 1. What are the demographic profiles of the selected first year high school students of Gulang-gulang National High School in Lucena City in terms of the following dimensions: a. age? b. gender? c. religion? c. membership to an organization/socio-civic groups? 2. How do the students - respondents view the importance of Social Studies in their academic performance? 3. What are the contributory factors affecting the students comprehension on Social Studies as viewed by the selected first year high school students of Gulang-gulang National High school in Lucena City? 4

4. What are the problems encountered by selected first year studentsrespondents in relation to the efficiency and productivity on Social Studies subject? 5. What are the implications of this study?

Conceptual Framework In the Philippines, achieving quality education is something students and teachers, together with their parents, strive hard in order to attain a greener future. However, for decades, the Filipino youth was preoccupied by the continuous educational problems and declining quality education thereby depriving the Filipino people of their right to education and a brighter future. To the mind of the researcher, an efficient and productive technique of teaching Social Studies would spell a teacher who knows his responsibilities and duties, rights and privileges as an educator. To that effect students are empowered and the education system invigorated because of improved educational condition of teachers and students. Furthermore, the researcher believes that an innovative and effective teaching strategy in the subject Social Studies must be carried out in order to attain efficiency and productivity in the teaching-learning process between the Social Studies teachers and the students of Gulang-gulang National High school.

Conceptual Paradigm The researchers conceptual framework can then be illustrated as follows:

Social Studies

Teachers

Teaching process

Students

Teaching Output

RECOMMENDATIONS APPLICATIONS
Figure 1. Conceptual Paradigm

Based on the situational analysis of the actual physical condition of the selected Gulang-gulang National Highschool First year students-respondents, it determines activities needed to carry out defined objectives and sequence them according to the order of importance and exigency. With this paradigm, it shows that the teachers are entrusted with the responsibility of using innovative and effective teaching process in the subject Social Studies so that their desired teaching output can be achieved. Students, on the other hand, the procedure of analyzing the various teaching methods as executed by their teachers, herein refers as the process while the expected output is the improved perception in the subject Social Studies by the corresponding students-respondents of the said highschool. Summing up, the researcher believes the effectiveness and efficiency in the teaching-learning process among teachers and students must be carried out to become responsive to both of the teaching profession of teachers and in the learning process of the students in our contemporary time.

Significance of the Study The significance of this study is to determine the contributory factors affecting the students comprehension on Social Studies as viewed by selected first year high school students of Gulang-gulang National High School in Lucena City, School Year 2009 - 2010

The output of this study will be of great importance to the following: The students: It will provide them opportunities to undertake new ways of seeing things and to prepare them to become responsible participating members of a democratic society. The Teachers: It will inspire and motivate them further in their endless search for better and techniques in teaching Social Studies effectively. The Parents: It will help them to realize that their important role in their childrens studies. As such, their guidance is indeed a great help in their childrens knowledge on the said subject. The GGNHS Academic community: The researcher believes that this research will serve as a guide and would be of huge importance to the academic community of Gulang-gulang National High School in Lucena City, particularly those who take up Social Studies subject. Likewise, this work will be of high significance to those researching for this particular topic, particularly to Bachelor of Secondary Education majoring in Social Studies as well as to students not majoring it. The legacy of our martyrs and heroes and our rich Philippine history serves as the thrust of this research. These will largely concern on establishing facts and figures to further penetrate the study into insights to attain an atmosphere conducive to the students and the Gulang-gulang National High School academic community

Scope and Limitations This research will focus determining the contributory factors affecting the students comprehension on Social Studies as viewed by selected first year high school students of Gulang-gulang National High School in Lucena City, School Year 2009 2010. This study was limited to the selected first year students of Gulang-gulang National High School in Lucena City through purposive sampling. Purposive sampling is used when a researcher wants to access a particular subset of people. When taking the sample, the researcher rejects people who do not fit a particular profile. Purposive sampling starts with a purpose in mind and the sample is thus selected to include people of interest and exclude those who do not suit the purpose. In purposive sampling, the researcher samples with a purpose in mind. He usually would have one or more specific predefined groups they are seeking. For instance, have you ever run into people in a mall or on the street who are carrying a clipboard and who are stopping various people and asking if they could interview them? Most likely they are conducting a purposive sample (and most likely they are engaged in market research). They might be looking for Caucasian females between 30-40 years old. They size up the people passing by and anyone who looks to be in that category they stop to ask if they will participate. One of the first things they're

likely to do is verify that the respondent does in fact meet the criteria for being in the sample. Purposive sampling can be very useful for situations where the researcher needs to reach a targeted sample quickly and where sampling for proportionality is not the primary concern. With a purposive sample, researchers are likely to get the opinions of their target population, but are also likely to overweight subgroups in your population that are more readily accessible. All of the methods that follow can be considered subcategories of purposive sampling methods. The researcher might sample for specific groups or types of people as in modal instance, expert, or quota sampling. The researcher might sample for diversity as in heterogeneity sampling. Or, he might capitalize on informal social networks to identify specific respondents who are hard to locate otherwise, as in snowball sampling. In all of these methods the researcher knows what he wanted and that is sampling with a purpose. The conduct of this study will cover school year 2009-2010. Data gatherings were through questionnaires and interviews. Definition of Terms For better understanding and precision, the researcher briefly defines operationally and contextually the following terms used in this scholarly work: Behavior refers to the actions or reactions of the students, usually in relation to the development of resource manuals. Capitalism refers to an economic system in which means of production are mostly privately owned, and in which capital is invested in the production, 10

distribution and/or other trade of goods and services for profit in a largely unregulated market. Comprehension refers to a psychological process related to an abstract or physical object, such as a person, situation, or message whereby one is able to think about it and use concepts to deal adequately with that object. Country refers to a nation or state that is politically independent, or a land that was formerly independent and remains separate in some respects Education refers to the process of teaching and learning specific skills, also refers to the imparting of knowledge, positive judgments and well-developed wisdom. Educating refers to the imparting and acquiring knowledge through teaching and learning, especially at a school or similar institution Enhancement here simply refers to the improvement the ability to do something well or achieve a desired result without wasted energy or effort Experiences refers to a general concept comprises knowledge of or skill in or observation of something or some event gained through involvement n or exposure to that particular thing or event Morale refers to the composite feelings of individuals and groups towards life, environment and work. Process refers to the natural occurring or designed sequence of changes of properties or attributes of an object or system. Performance refers to the actual accomplishments as distinguished from potential, ability, capacity and/or aptitude.

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Problem refers to a situation that needs solution. Productivity refers to the ability to produce. In terms of production, it is also defined as the rate at which a company produces goods or services, in relation to the amount of materials or number of employees needed. School here refers to department specializing in an academic subject: a faculty, department, or institution that offers specialized instruction in an academic subject Social Studies refers to school subject involving study of society: an academic subject devoted to the study of society and including geography, economics, and history Society here refers to relationships among groups: the sum of social relationships among groups of humans or animals Study refers to the process of learning about something through intensive reading and researching Teachers refers to somebody who teaches, especially as a profession Teaching refers to the profession or practice of being a teacher

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CHAPTER II REVIEW OF RELATED LITERATURE & STUDIES

This chapter presents the review of related literature and studies, which the researchers used in the conceptualization of this research. Books, magazines and newspapers, public statements as well as electronic sources were utilized and information, which has significance to the study, were carefully analyzed and scrutinized to establish the credibility of this research.

Related Studies & Literature Related Literature This study is concerned with the contributory factors affecting the students comprehension on Social Studies as viewed by selected first year high school students of Gulang-gulang National High School in Lucena City. Local Local literature that found to be related in this scholastic work is by Gagelonia (2009).According to him, the relevance and importance of knowing Social Studies are vital to the appreciation of our history, our people and our values. One cannot expect to live and enjoy life without knowing the things around him and events taking place in his midst. According to Agoncillo (2002), one must study Social Studies and understand the past to understand the present. Much of what we are enjoying at present time have been handed down from the past, Our agriculture, our science, or myths and traditions are past of our country and people.

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According to Leuterio, study of Social Studies will enable people to learn about the aspiration and the achievement of different people in different settings and periods of time. Sevilla (2001) considered Social Studies as a broad field covering the whole area of human events or past that embrace various fields of culture, ideas, philosophy and education. Last local literature found is by Reyes (2005). He explained that the more knowledge people gained from the past, the more they developed this understanding of the present. Social Studies help to understand oneself and his society in which he lives. Related Literature Foreign Pertinent literature found to be related in this study was by education theorist Peter Newsam (2002) describing the two contrasting approaches to education. The traditional approach assumes there is a predetermined body of knowledge that the teacher should pass on to the student. This approach uses testing and competition to evaluate and motivate students. In the progressive approach, the child, rather than a set body of knowledge, is the frame of reference. The teacher's role is to be conscious of the development stage and the capacity of each child. The progressive method stresses cooperation rather than competition.

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Another literature found was by Alexander Churchill (2006) on his socalled wave of educational reform, which started way back when President Bush has begun to affect teacher training. The relationship between teaching and learning, what and how teachers teach, and how and what learners learn has long been a subject of controversy. The two, sometimes extreme, positions adopted by those who engage in it can be loosely described as, on the one hand, "traditional" and, on the other, "progressive." From the nature of this relationship, a number of things follow: the systematic transmission of knowledge and values from teacher to learner needs to proceed smoothly. That requires well-behaved learners and a disciplined environment, if necessary externally imposed with sanctions for failures in compliance. Teaching and learning also benefit from carefully designed syllabuses and prescribed curriculum content. Finally, last literature found is by Dr. Olsen (2007) of the University of Chicago. He explained that as far as students comprehension and motivating students are concerned, competition is seen to be the predominant way to encourage learners or institutions to strive to improve their performance in relation to that of others. Teaching, on this researchers view, requires skillful questioning of pupils by the teacher, rather than undue reliance on direct instruction. The purpose of that questioning is to encourage the minds of the learners to understand, to arrange, and to act on the material with which they are required to engage.

15

Education of this kind has increasingly become a feature of effective schools and school systems worldwide. It is the duty of every educator to contribute to a well-educated and humane citizenry.

Related Studies Local Professor Jose Araceli (2004) of the University of the Philippines, Manila conducted a study on the effect of Social Studies on the behaviors of his 3 rd Year high school students. His study is of high significance to the researchers study as it carefully analyzed and interpreted teaching theories from archetypal to contemporary. Araceli made a major contribution by the construction of a theoretical model for the behavioral teaching of education and by trying out his model on real-life cases. On another study, Joan S. Cruz (2007) of Philippine Normal University, Manila emphasized that education should not merely be a preparation for future life but a full life in itself. He criticized education that emphasized amusing the students and keeping them busy, as well as education that was oriented toward pure vocational training. Another credible study is by Simonnete Reyes (2004), a PhilippineAmerican psychologist. She mentioned the reform of educational practice by introducing reformed curricula. She tested his educational principles at the University of Chicago. Her principles emphasized learning through varied activities rather than formal curricula and opposed authoritarian methods, which,

16

majority of the believed, offered contemporary people no realistic preparation for life in a democratic society. On the other hand, study of Alfred Lim (2009) explained the fundamentals of behavioral teaching as a blueprint for clearer understanding on the analysis of the students comprehension on Social Studies. He further discussed the categories and theories of education, using specials techniques and strategies to accurately establish and evaluate the credibility of his stdy. Similar to Lims principle is another credible and pertinent study by Social Science major Rowen Bagongan (2007) of the University of Baguio. He said that anyone aiding another individual to learn is in a sense a teacher, special skills and abilities are necessary to succeed in the teaching profession. In his study, he said that educators should concern themselves primarily with the mental and physical development of their pupils and only secondarily with subject matter. Foreign Meanwhile, study by philosopher Samantha Thompson (2003) of the University of Illinois explained the practical, striving to show how philosophical ideas can work in everyday life. Her sense of logic and philosophy was everchanging, adaptive to need and circumstance. The process of thinking, in her philosophy, is a means of planning action, of removing the obstacles between what is given and what is wanted. Views of educator Johann Friedrich Herbart (2002) of Hamburg, Germany stressed the study of the psychological processes of learning as a means of devising educational programs based on the aptitudes, abilities, and interests of

17

students. The success of Herbart's methods led to their adoption in the teachertraining systems of numerous countries. Last pertinent study is the views of educator Annetha Tabaht (2007) of India. He stressed the study of the psychological processes of learning as a means of devising educational programs based on the aptitudes, abilities, and interests of students. As a philosopher, Tabaht emphasized the practical, striving to show how philosophical ideas can work in everyday life. Acording to her, the process of thinking, in his philosophy, is a means of planning action, of removing the obstacles between what is given and what is wanted. Truth is an idea that has worked in practical experience. The above-mentioned studies are of high significance to the researchers study as it carefully analyzed and interpreted teaching theories from classic to modern. Particularly, study of Professor Jose Araceli (2004) of the University of the Philippines, Manila on the effect of Social Studies on the behaviors of his 3 rd Year high school students provide a demeanor on this study. His study is of high significance to the researchers study as he rooted on stressing the exigency of systematic understanding of the factors affecting the students comprehension on Social Studies. These are done in order to produce an effective education that aims to produce a civilized citizenry and humane educators.

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CHAPTER III RESEARCH METHODOLOGY

This presents the research methodology, which highlight the underlying principles that eventually support the study and the methods used in data gathering or the research methodology. Research Methodology A. Research Design The descriptive method of research was used in this study, which consists of the analysis, description, recording and interpretation of the present nature, compositions or process of the existing phenomena. B. Sampling Procedure The researcher used purposive sampling for 117 selected students in the first year from different sections of Gulang-gulang National High School in Lucena City.

C. Research Instrumentation
The researcher prepared a questionnaire as a primary tool in data gathering. The researcher relied on books, magazines, premiers, newspaper, and other related sources pertinent to her study. Verbal interviews were also conducted to establish the credibility of her study and confirm some thoughts of the researcher.

19

Formulated questions were based on the answers/ideas from the same students interviewed by the researcher and who were not involved in the study. This was done to ensure that first hand information from students perception were made basis in the formulation of the questionnaire. The questionnaire in the form of a 4-point likert type rating scale with various verval descriptions of quality was used. The first sub-problem contained questions on the students perception on social studies as a subject. This part utilized the verbal descriptions: strongly agree, agree, disagree and strongly disagree. The third problem contains questions on problems encountered in studying the subject social studies. This sub-problem gave the researcher information on what are common problems affecting the students performance in Social Studies, this part utilized the verbal descriptions: very serious, serious, quite serious and not existing. The second problem contains questions on the contributory factors affecting the students comprehension on social studies. This gave the researcher a view on the factors affecting their understanding in social studies. This is also utilized the verbal description: strongly agree, agree, disagree and strongly disagree. After constructing the draft of the questionnaire it was submitted to the thesis adviser for the approval. Upon approved, permission from the school principal of GGNHS.

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D. Statistical Treatment The researcher will use simple percentage formula, and the frequency distribution in the collection and interpretation of the data gathered. a. A simple percentage Method % = F x 100 n where = f = frequency % = percentage n = number of respondents b. Weighted Mean Method XM = Ef (w) n where = E = summation F = frequency W = weight per option n = number of respondents XM = weighted mean

E. Research locale The research locale of the study was the Gulang-Gulang National High School located at the Brgy. Gulang-Gulang Lucena City. It is headed by a principal with 39 teaching staff and 24 classes from first year to fourth year level and an enrollment of 1,329 students. 21

The Gulang-Gulang NHS started its enrollment at the Brgy.Hall of the Gulang-Gulang on May 23-27, 2005. Classes formally opened on June 6, 2005. The school was formerly under the umbrella of LCNHS-Cotta Extension. The strong linkages and partnership created and developed in GGNHS together with DepEd Family of Lucena City. Parent Teacher Community Association and the Sangguniang Brgy who helped in making GGNHS a newly established secondary school in Lucena City, GGNHS will continue its quest in pursuing quality education. Gulang-Gulang National High School was chosen as a research locale because among the four school it is the nearest established secondary school in Lucena City with tremendous increase of students population. In its fifth year of operation, it has already an extension in Ibabang Talim, GGNHS. Ibabang TalimExtension opened last June 1, 2009. F. Population and Sample The respondents of the study were composed of 117 selected students in the first year from different sections. This comprised 30 percent of the total population of the first year high school students of Gulang-gulang National High school in Lucena City. F. Data Gathering Procedure Data gathering procedure were through written questionnaires which were distributed among the selected first year high school students of Gulang-gulang National High School in Lucena City.

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CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data through gathered questionnaire. They were interpreted in the form of figures, graphs and tables. The data were clearly analyzed and interpreted by the researcher to deliver a good and better understanding of the study.

Part I dealt with the demographic profile of the students-respondents which was presented in the form of figures or graphical form. Part II inquired with the students - respondents views on the importance of Social Studies in their academic performance Part III determined the contributory factors affecting the studentrespondents comprehension on Social Studies Part IV elaborated the problems encountered by selected first year students-respondents in relation to the efficiency and productivity on Social Studies subject

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Part I Demographic Profile of the Respondents

The profiles of the students-respondents play a very imperative role in every academic study. In one way or another, the demographic profile has an essential and significant bearing on the direction of ones investigation. Figure 1 exhibits the respondents age bracket.

Age
0% 2% 0% 2%

12 13 14 15 16 & above 96%

Figure 1. Distribution of Gulang-gulang National High School in Lucena Students-Respondents According to Age

Figure 1 showed that the majority or 96% of Gulang-gulang National High School in Lucena students-respondents were within the age bracket of 14 years old. There were 2% students-respondents within the bracket of 12 years old, 2% under 13 age bracket and 0% under 16 and above.

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It can be seen clearly from the above figures that Gulang-gulang National High School in Lucena students-respondents were in the normal age appropriate for first year high school students. Age is important in every statistical data as it shows the respondents level of maturity which highly affects the respondents answers.

Gender

Female 50%

Male 50%

Figure 2. Distribution of Gulang-gulang National High School in Lucena Students-Respondents According to Gender

Determining the gender of the respondents is of highly importance in every demographical data as it shows how many male and female students were selected as respondents. The figures showed the graphical distributions of the studys respondents according to sex. These disclosed that half of the Gulang-gulang National High School in Lucena students-respondents were divided equally according to their gender. There were 50% female and 50% male students-respondents.

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The writer wanted to practice egalitarianism and parity so that the aimed academic goal will be attained.

Religion

12%

0%

0%

Roman Catholic Iglesia ni Cristo Born Again

88%

Others

Figure 3. Distribution of Gulang-gulang National High School in Lucena Students-Respondents According to Religion

Figure 3 showed that majority of Gulang-gulang National High School in Lucena students-respondents belong to the Roman Catholic Religion with 88% while the remaining 12% were Iglesia ni Cristo followers. There were no Born Again and other religion, respectively. This finding implies that most of the students-respondents of these school were Roman Catholic. Add to that, Lucena City Quezon is a Roman Catholicdominated since Spanish era. The researcher believes that religion plays a very considerable role in this academic study. According to some studies Professor Jose Araceli (2004) of the University of the Philippines, religion highly affects the individuals perception

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regarding things and/or ideas. For example, some sect restricts their members to participate in various social activities as they regard it sinful to their religion.

Membership to Organizations, etc

88% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Member Not a Member 12%
Membership to Organizations, etc

Figure 4. Distribution of Gulang-gulang National High School in Lucena Students-Respondents According to Membership to Organizations, etc

The chart above showed that majority or 88% of the teachers-respondents of Gulang-gulang National High School in Lucena were members of organizations or socio-civic groups. Meanwhile, 12% of the remaining respondents are non-member.

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The explanation is once again evident. Aside from the reason that this study is an analysis of students-comprehension on such subject as Social Studies, the respondents know and comprehend the importance of extracurricular activities in their life as mentors. It can be noted that most of the students are deeply affiliated with religious group such as Youth for Christ and Student Catholic Action of the Philippines.

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PART II. RESPONDENTS PERCEPTION ON SOCIAL STUDIES IN RELATION TO THEIR ACADEMICS

Part II

Gulang-gulang National High School in Lucena Students-Respondents Perception on Social Studies in Relation to their Academics
5 F wv f 4 wv f 3 Wv f 2 Wv F 1 Wv TOTAL F wv WM R

1.

2. 3.

4.

5.

6.

7.

8.

9.

10.

I believe that studying Social Studies will improve the way I view the current government It makes me more aware of what is happening today. Through this subject, I become familiar with the heroism and nationalism of our heroes. Social studied motivated by my ambition to succeed and attain my goals in life. It makes me familiar with the governmental rules and policies on various fields. Social Studies are not only related to government and international policies but also to its natural inhabitants. Its task is to make people more vigilant with their rights and responsibilities. It only makes me disappointed with the current system of government we have now. It helps me get familiar with the roles and responsibilities of our government officials. Social Studies arouse my love for my country .

57

2.44 0.21

2.03

0.21

45

0.77

0.04

117

5.487

0.047

9 1

12

55

55.1

21

6.82

17

2.91

12

4.62

117

69.65

0.595

24 2

11.7 0.09

10 12 5

10 12.5 5.09

12 38 1

0.82 6.82 0.1

28 20 1

10.8 2.91 0.24

43 45 2

1.84 4.62 0.74

117 117 117

35.14 26.9 28.32

0.3 0.23 0.242

5 7 6

108 22.2

55 15

0.94 13.8

50 45

50.1 45

10 20

3.25 0.17

2 22

0.34 0.19

0 15

0 0.26

117 117

54.63 59.5

0.467 0.509

3 2

0.47

0.43

10

0.85

0.14

98

117

1.889

0.016

10

48 21

6.15 0.18

0 14

0.38 14

49 39

8.38 3.33

10 21

1.88 1.44

10 22

1.28 18.4

117 117

18.08 37.38

0.155 0.319

8 4

Table I-A. Gulang-gulang National High School in Lucena Students-Respondents Perception on Social Studies in Relation to their Academics Legend: 54321Strongly Agree Agree No Opinion Disagree Strongly Disagree f - Frequency WV - Weight Value WM Weight Mean R - Rank 29

Table I.A revealed the Gulang-gulang National High School studentsrespondents perception in Social Studies in relation to their academics. Based on the responses given by the Gulang-gulang National High School students-respondents statement 2 lucidly stated that the subject Social Studies makes them more aware of what is happening today, weighted mean of 0.595. It was followed by statement 6 with a weighted mean of 0.242 and ranked 2 which state that Social Studies are not only related to government and international policies but also to its natural inhabitants. Meanwhile, they are very much against to the statement that the subject only makes them disappointed with the current system of government we have now.. This has a weighted mean of 0.016 and ranked 10, respectively. which ranked 1 and garnered the

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PART III. CONTRIBUTORY FACTORS AFFECTING THE RESPONDENTS COMPREHENSION ON SOCIAL STUDIES

Statement
f
1. Because it is a requirement among the academic subjects. 2. Because I was pressured at home.. 3. Because majority of my classmates participate in class discussion. 4. Because I was influenced by some my classmates. 5. Because I believe that when I perform well in Social Studies, my welfare would be prioritized. 6. Because I value the contribution of Social Studies in the success of an individual. 7. Because I have to divide my time on studying and balancing other activities. 8. Because I can get lot of friends by joining studying Social Studies. 9. Because studying Social Studies will only get me into trouble. 10. Because surveys show that it is not that important on the current trending of workforce that we have.

5 wv f

4 wv 22 45 26 59 10 f 21 10 5 43 1

3 wv 24 0.03 26 53 6 93 46 4 45 f 2 12 41 28 21 9 18 2 3

2 Wv 4 0.1 43 40 672 27 39 5 31 F 8 8 59 20 4 10 2 91 3

1 Wv 8 8.01 472 160 236 20 8 273 60

TOTAL F 117 117 117 117 117 117 117 117 117 wv 60.91 54.96 156.3 176.3 85.04 230 140.8 132.3 114.9

WM

68

2.91 18

0.521 0.47 1.336 1.507 0.727 1.966 1.203 1.131 1

2 10
4 3 9

42 1.79 45 4 2.32
8

12 4.31 14 89 3.04 1 1
2

0.01 49 100 48 0.76 51

53 24 26 45 2 2

1
6 5 3

10 8.29 12 97 9.95 12

0.26 15

27

48

50

28

30

23

2093

117

130.3

1.113

TABLE I-B. CONTRIBUTORY FACTORS AFFECTING THE RESPONDENTS COMPREHENSION ON SOCIAL STUDIES.

Table III-A revealed the contributory factors affecting the respondents comprehension on Social Studies. Based on the responses given by the Gulang-gulang National High School students-respondents, because I value the contribution of Social Studies in the success of an individual., gathered a weighted mean of 1.966 and ranked 1, respectively.

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Meanwhile, they do not believe that peer or classmates pressure as contributory factor affecting the students-respondents comprehension in Social Studies. This has a weighted mean of 0.47 and ranked 10 among the statements.

The researcher concluded that this positive response from both of the respondents is attributed to the good and conducive atmosphere in their respective work places, as well as the good management styles of their superiors. IV. PROBLEMS FIRST YEAR STUDENTS-RESPONDENTS ENCOUNTER IN RELATION TO THE EFFICIENCY AND PRODUCTIVITY ON SOCIAL STUDIES SUBJECT

Statement
f
1. 2. 3. 4. Some students are not fully aware of the subject they are studying with. Some students cannot understand what the teachers are teaching/ Some students are not actively participating in the subject. Some students are not at all participating in the activities of the subject. Family problems affect students class performance and productivity. Environmental factors also affect the quality of class performance.

5 Wv f 2

4 wv 2.03 f 5

3 Wv 5.03 f 61

2 Wv 61 F 47

1 Wv 0.4

TOTAL F 117 wv 68.56

WM

0.09

0.586

5 6 2 4 1 3

12 0.51 43 1.47 23 0.59 12 0.21 27 0.23 117 3.009 0.026 3 0.05

6 6.02 4 4.04 52 52.5 52 20.9 117 83.52 0.714

14 1.44 14 14.4 20 20.2 23 23.1 46 10.6 117 69.72 0.596 13 0.33 71 71.1 14 1.68 52 52.1
7 6 7.03 6.17 15 7 15.4 7.2 11 38 4.89 14.9 117 117 98.75 82.1 0.844 0.702

5. 6.

TABLE I-C. PROBLEMS FIRST YEAR STUDENTS-RESPONDENTS ENCOUNTER IN RELATION TO THE EFFICIENCY AND PRODUCTIVITY ON SOCIAL STUDIES SUBJECT The table showed that the majority of the Gulang-gulang National High School students-respondents believed that Family problems affect students class performance and productivity. It earned a 0.844 weighted mean and ranked 1 among the rest. It was the main problem the students-respondents encountered relation to their efficiency and productivity on Social Studies. 32

Also included in this research are environmental factors which the author believes that highly affect the quality of class performance of a student. Statement 6 ranked 3rd among the questions and garnered a weighted mean of 0.0702, respectively. Environmental factors here refer to the community where the student lives, aside from his home and the school where he cultivates his knowledge.. It was followed by the statement that Some students are not actively participating in the subject, which gathered the weighted mean of 0.714 and ranked second, respectively. They favored least statement two which states that some students cannot understand what the teachers are teaching, which flunked into ranked 6 and gathered a 0.026 weighted mean.

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CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This study was undertaken to determine the contributory factors affecting the students comprehension on Social Studies as viewed by selected first year high school students of Gulang-gulang National High School, School Year 2009 - 2010

Specifically, it aimed to answer the following sub-problems: 1. What are the demographic profiles of the selected first year high school students of Gulang-gulang National High School in Lucena City in dimensions: d. age? e. gender? f. religion? d. membership to an organization/socio-civic groups? 2. How do the students - respondents view the importance of Social Studies in their academic performances? 3. What are the contributory factors affecting the students comprehension on Social Studies as viewed by selected first year high school students? 4. What are the problems encountered by selected first year students-respondents in relation to the efficiency and productivity on Social Studies subject? 6. What are the implications of this study? terms of the following

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Summary of Findings After the data were gathered, tabulated and interpreted, the following findings were derived: 1. Demographic Profile of the Respondents 1.1 That 96% of Gulang-gulang National High School students -respondents within the age bracket of 14. 1.2 That half or 50% of Gulang-gulang National High School students respondents were male and 50% were female. 1.3 That 88% or majority of Gulang-gulang National High School students respondents were were Roman Catholic. 1.4 That majority or 88% of the teachers-respondents of Gulang-gulang National High School in Lucena were members of organizations or socio-civic groups.

2. Respondents perceptions on Social Studies in relation to their academics That most of the Gulang-gulang National High School students -respondents believed that Social Studies makes them more aware of what is happening today, which ranked 1 and garnered the weighted mean of 0.595. That most of the student -respondents, however, strongly disagreed that they are very much against to the statement that the subject only makes them disappointed with the current system of government we have now.. This has a weighted mean of 0.016 and ranked 10, respectively.

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3. Contributory factors affecting the respondents comprehension on Social Studies That most of the Gulang-gulang National High School students -respondents believed because I value the contribution of Social Studies in the success of an individual., gathered a weighted mean of 1.966 and ranked 1, respectively. Meanwhile, they do not believe that peer or classmates pressure as contributory factor affecting the students-respondents comprehension in Social Studies. This has a weighted mean of 0.47 and ranked 10 among the statements. 4. Problems first year students-respondents encounter in relation to the efficiency and productivity on social studies subject That most of the Gulang-gulang National High School students -respondents highly believed that family problems affect students class performance and productivity. It earned a 0.844 weighted mean and ranked 1 among the rest. It was the main problem the students-respondents encountered relation to their efficiency and productivity on Social Studies. They favored least statement two which states that some students cannot understand what the teachers are teaching, which flunked into ranked 6 and gathered a 0.026 weighted mean. Conclusions: Based on the data gathered, the researcher arrived at the following conclusions: 1. That 96% of Gulang-gulang National High School students -respondents within the age bracket of 14.

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2. That half or 50% of Gulang-gulang National High School students respondents were male and 50% were female. 3. That 88% or majority of Gulang-gulang National High School students respondents were Roman Catholic. 4. That majority or 88% of the teachers-respondents of Gulang-gulang National High School in Lucena were members of organizations or socio-civic groups. 5. That most of the Gulang-gulang National High School students -respondents believed Social Studies makes them more aware of what is happening today, 6. That most of the Gulang-gulang National High School students -respondents believed the value the contribution of Social Studies in the success of an individual. 7. That most of the students-respondents believed that family problems affect students class performance and productivity. Recommendations After the review of findings and conclusions, the following recommendations are made: 1. There should be a regular orientation and dissemination campaign to help the students efficiency and productivity on the subject Social Studies. For example, for student council may initiate the founding of a Social Study club. If such organization exists, creative and innovative set of activities can be spearheaded by the proper authorities. 2. Innovative teaching methods and style must be implemented by the teaching staff to the students so that both of them will academically grow. For example,

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engaging in when in a topic related to farm and/or agriculture, the teachers may bring his class to a setting near such agricultural place, in proper coordination with the authorities off course. 3. Social Studies teaching staff must have an evaluation or assessment of their past activities, meetings, and the likes to identify whether or not they repeat the same tasks. Following the assessment are the laying of possible solutions and actions with regards to the result of the said evaluation. 4. Negotiations between the students and teachers must take place to settle conflicts on contemporary issues affecting their academic efficiency and productivity on Social Studies. This can be done through proper coordination with the class officers and the Social Study teaching staff.

Implications of the Study The Philippine history is a tale of struggle of Filipino peoples emancipation and their struggle for real unity and progress. As such, teaching the younger generations the importance of Social Studies in their life is a must. Not only academically, is the only effectual and legitimate vehicle for them to see the need to grasp firmly the lessons of history and, through collective advocacies, fight for freedom, democratic rights and welfare. Through this, students acquire the power to protect and advance their rights and interests not only as students but also as citizens. The academic condition inside the respective schools and institutions mirrors the encompassing condition of the society. As such, governmental laws polices affecting

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the education sector plays a significant part in studying the conditions of Filipino students.

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