Statistics Final Papers(..)

1 CHAPTER 1 THE PROBLEM AND REVIEW OF RELATED LITERATURE

Background of the Study Social

Studies

important

subjects

existence

since

is

one

taught

the

of

in

beginning

the

most

school. of

It

time

useful has

as

and

been

on

people

of

certain ancient civilizations make use of studying and putting into account the events of the past to help keep them

on

track

and

move

forward

through

different

innovations. History serves as the base to create certain advanced

technologies

prosper

a

pyramids past,

better

of

Egypt.

culture

indestructible proven

the

way

or

instruments

of

living.

As

and

historians techniques

structures

great

of

importance

the

One

to

example

study in

promote

the

is

such

they

contributed

the

Egyptians

creating

pyramid,

and

by

have

history

through similar infrastructures we see today which adopts the

way

social

the

pyramids

studies,

be

were it

built.

named

Generally

“History”

or

speaking, “Araling

Panlipunan” in more basic terms, feeds the curiosity of every

individual,

resulting in our present generations

better way of living, with each one owning their personal sense

of

the

“how’s”

and

“whys”

of

every

event.

An

2 effective

or

successful

learning

of

Social

Studies

therefore leaves a community knowledgeable. As to how important Social Studies is as subject, teachers

create

an

impact

as

to

whether

or

not

the

students have captured the concepts of the said subject every time they deliver certain topics. The interest felt by

the

students

teacher.

If

a

for

the

subject

subject

such

as

is

the

generated Social

by

Studies

the is

interesting or inviting, it is of great certainty that the students will gain at least enough interest to listen and learn from the lessons discussed. Enclosed interaction primary

in are

root

this

different

of

the

positive-teacher-student factors

student’s

which

interest

may

or

be

boredom

the on

their studies. However, these factors depend on the type of students being taught. For instance, if the student finds interest on a subject full of games, he may be bored with long lectures or writings on the board, and vice versa. Aside from the teaching technique used by the teacher,

skills

and

factors.

Ideal

teachers

because

the

type

of

values

may

may

students

also

be

be

considered

difficult

must

be

to

as

define

considered.

The

teacher’s flexibility most probably is one of the best qualities

a

classroom

must

have

in

order

to

attain

3 educational

success

in Social Studies. Generally, this

learning success must be attained by both teachers and students through the teachers and students. It might not be enough for the subject Social Studies to gain success through

the

teacher’s

ability

to

educate

only

to

attentive students. Once again, the value flexibility is enclosed. The performance of the students in Social Studies and

the

tactic

brought

by

teacher

to

teach

is

as

important as Social Studies effect on the world today. Inside the classroom, all these factors depend upon the kind of teacher-student interaction where supervision and flexibility

become

necessary

in

order

to

bring

about

academic accomplishment in Social Studies.

Review of Related Literature Teaching everybody

is

thinks

one he

of or

those

she

can

things do

that

better

nearly

than

the

experts. Everybody has taught something to somebody at one

time

teaching knowledge

or

another, after all. We begin our amateur

careers on

our

as

children

younger

by

imposing

siblings

or

our

superior

playmates.

As

students, we pass judgment among our peers on this or those teachers capabilities. As adults, those of us who

4 do not teach professionally stand ever ready to criticize those who do (Evans, 1989). The teacher and his teaching approach

play

student.

It

a

great

depends

role

upon

in

the

the

learning

kind

of

of

the

teaching

for

students to feel free and comfortable with the kind of strategy a teacher portrays within the classroom. Many types

of

teachers

teaching

strategies

worldwide.

A

good

are

being

teaching

adapted

strategy

by

greatly

affects a student psychologically making him invigorated with the lesson thus making him pay more attention in class. Group Learning is the mainly approach to organize collaborative

learning.

There

are

many

collaborative

learning methods, which also can be considered as group learning

methods

and popularly used in classroom-based

environment.

If

they

can

be

utilized

environment,

modeling

and

stimulating

into work

web-based should

be

finished first. One of the purposes is to find a common approach, which can be used to stimulate small learning group based on different collaborative learning methods, on the other hand, the optimal solution is to model any small group learning method, but it is quite difficult to realize. Some experiences can be got and can be applied to model common group learning process (Zhao, et al.,

5 2002).

Students’

working

in

groups

is

another

way

a

teacher can enforce a lesson plan. Collaborating allows students to talk among each other and listen to all view points think

of in

carried lesson

discussion an

unbiased

out, of

or

the

assignment.

way.

When

It

helps

this

lesson

students plan

is

teacher may be trying to assess the

working

as

a

team,

leadership

skills

or

presenting with roles (Lardizbal, et al., 1997). Cooperative

Learning

is

a

systematic

pedagogical

strategy that encourages small groups of students to work together for the achievement of a common goal. The term collaborative learning is often used as a synonym for cooperative strategy

learning

that

interactions

when,

encompasses

such

as

in

fact,

a

broader

developing

it

is

a

range

learning

separate of

group

communities,

stimulating student/faculty discussions , and encouraging electronic

exchanges

(Bruffee,

1993).

Both

approaches

stress the importance of faculty and student involvement in the learning process. Demonstrations are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. Demonstrations can be exercised in several ways. Here teacher will be also a participant. He will

do

the

work

with his/her student for their help

6 (Lardizabal, “doing” step,

et

method

the

physical

al., to

1997).

teach

procedures procedures

the

skills.

in if

Use

a

job

demonstration

Demonstrate, task,

possible.

using

While

or

step-bythe

exact

demonstrating,

explain the reason for and the significance of each step. To be effective, plan the demonstration so that you will be sure to show the steps in the proper sequence and to include all steps. If you must give the demonstration before

a

trouble

large

seeing

involved,

group

or

use

because enlarged

if

of

the

the

trainees

size

devices

or

of

might

the

training

have

equipment aids.

When

practical, allow trainees to repeat the procedure in a “hands

on”

practice

session

to

reinforce

the

learning

process. By immediately correcting the trainees’ mistakes and

reinforcing

learn

the

approach

task is

a

proper

procedures,

more

quickly.

very

effective

The

you

can

direct

method

of

help

them

demonstration instruction,

especially when trainees have the opportunity to repeat the

procedures

(http:/www.tpub.com/content/advancement/14504/css/14504_2 7.htm). Service

Learning

is

a

method

of

teaching

through

which students apply their academic skills and knowledge to

address

real-life

needs

in

their

own

communities.

7 Service learning provides a compelling reason to learn teaches the skills of civic participation and develops an ethic

of

service

and

civic

responsibility.

Service

learning increases motivation and retention of academic skills as specific learning goals are tied to community needs.

By

solving

real

problems

and

addressing

real

needs, students learn to apply classroom learning to a real word context. At the same time, students provide valuable

services

to

learning

projects

emphasize

learning.

Service

authenticity

and

schools

learning

and

communities.

both is

a

purpose

for

one

the

the

service

way

to

Service and

the

provide

classroom

more

learning

(McPherson, 2001). Lecturing classrooms

is

especially

of in

Math,

most

strategies

Science,

in

English

and

Social Studies. According to Cashin (1990), 80% of all college-classroom

students

in

the

late

1970s

in

the

United States use the lecture method. Although a variety of teaching strategies are available, the lecture method remains

an

important

way

students.

The

lecture

in

commonly

used

method

for

education. regarding

There the

are,

to

its

relay many

forms

transferring however,

information is

the

to most

information

serious

in

questions

effectiveness of the traditional lecture

8 approach.

Arredondo,

although

the

medical

et

lecture

education,

al.

(1994)

method

academic

is

point

used

out

that,

extensively

physicians

often

are

in not

trained in giving effective lectures. There presently are many calls to move away from the traditional lecture to interactive computer learning systems that allow students access

to

information

when

and

where

they

need

it

(Edlich, 1993; McIntosh, 1996; Twigg, 1994). While this shift to “just in time” information provided by computer is accruing, there is, and will continue to be, a need for

educators

who

are

prepared

to

deliver

lectures.

According to Swanson and Torraco (1995), the lecture was established formally centuries ago as a teaching process that began with a literal reading of important passages from the text by the master, followed by the master’s interpretation sit,

listen

of

and

the take

text. notes.

Students In

were

writing

expected

about

to

lecture

method in education, Vella (1992) defines the lecture as the formal presentation of content by the educator for the

subsequent

learning

and

recall

in

examinations

by

students. Ruyle (1995) describes the lecture simply as an oral presentation of instructional material. A good ideal of experimentation with discussion as a technique

for

the

classroom

and

as

a

tool

for

9 implementing

the

democratic

process

has

been

done

recently. The use of discussion is an attempt to get away from the traditional classroom procedure of the questionand-answer and recitation style. Discussion is used to designate group classroom activities in which teacher and students

cooperatively

problems.

It

relationships

is

a

consider

certain

thoughtful

involved

in

the

topics

consideration topic

or

of

problem

or the

under

study (Lardizabal, et al., 1997). There are two ways to stimulate discussion: one is to recall on the past lesson to refresh memories of students and the other is to list down

critical

depends

on

point

the

or

emerging

planning

of

the

issues.

Discussion

instructor

and

the

preparedness of the students to respond. Problem-based learning (PBL) is focused, experiential learning

(minds-on,

investigation

and

hands-on) resolution

organized of

messy,

around

the

real-world

problems. PBL curriculum provides authentic experiences that

faster

construction,

active and

learning,

naturally

support

integrates

knowledge

school

learning

and real life; this curriculum approach also addresses state and national standards and integrates disciplines. Students root

are

problem

engaged and

the

problem

solvers,

conditions

identifying

needed

for

a

the good

10 solution,

pursuing

meaning

becoming

self-directed

and

learners.

understanding,

Teachers

are

and

problem-

solving colleagues who model interest and enthusiasm for learning and are also cognitive coaches who nurture an environment

that

supports

open

inquiry

(Torp,

et

al.,

2002). Providing an opportunity for students to apply what they learn in the classroom to real-life experiences has proven to be an effective way of both disseminating and integrating

knowledge.

instructional

strategy that engages students in active

discussion practical

about

The

issues

application.

It

and can

case

method

problems highlight

is

inherent

an

in

fundamental

dilemmas or critical issues and provide format for role playing

ambiguous

or

controversial

scenarios.

Course

content cases can come from a variety of sources. Many faculties

have

transformed

current

events

or

problems

reported through print or broadcast media into critical learning

experiences that illuminate the complexity of

finding solutions to critical social problems. The case study approach works well in cooperative learning or role playing environments to stimulate critical thinking and awareness

of

multiple

perspectives

(http://www.gmu.edu/facstaff/part-time./strategy.html)

11 The

National

Council

for

Social

Studies

defines

Social Studies as “the integrated study of the social sciences and humanities to promote civic competence.” It involves

the

behavior.

study

Some

political

of

social

fields

science,

interaction

include:

economics,

and

sociology,

religion,

human

history,

geography

and

anthropology. According to Rodney M. White on his article, “An Alternative about

the

Approach to Teaching History”, the debates purposes,

goals

and

uses

of

school

history

exacerbates by the problem of choosing what constitutes historically Furthermore, significance

significant he

stated

has

been

events

that

“The

further

worth issue

tracing…”

of

historical

exacerbated

by

the

multiculturization of many western societies, rendering questions about “whose” history to teach as important as to “which” history. The importance of Social Studies is to learn more about the culture, geography and tradition of a race or country;

it

contribution

is of

also

important

civilizations

and

to the

know

the

history

wars, of

the

universe on how it began and the life forms that rose during these eras.

12 Theoretical and Conceptual Framework Subjects being thought within the four corners of a classroom serve as the framework of the next generations success. place

Therefore,

and

in

continually

order grow,

for a

development

particular

to

take

subject

must

bring about sense and knowledge to the students, knowing the importance it will bring. Each subject has its own field to cover in our daily lives. Social Studies, for instance, has its own ideas and principles, stating the reason

why

it

is

being

taught.

The

teachers

play

an

important role as the bearers of the concepts of Social Studies.

These

concepts

are

fully

obtained

in

the

teacher’s approach meet the interests of the students. Since

the

teachers

responsibilities,

have

they

been

are

to

entrusted

promote

the

with

such

quality

of

education among individuals. An ideal teacher’s approach includes the skills and capacity he/she has been trained to activate while teaching. This will help the students understand

better.

Another

ideal

approach

encloses

a

teacher’s interpersonal relationship with students. These help them gain comfort while studying in a particular environment. trust.

In

turn,

Students,

as

the

teacher

the

gains

leaders

of

the

students

tomorrow’s

innovations, need the principles of Social Studies which

13 must be delivered with strength and proper approach by the teacher.

A. Socio-Demographic Profile of the Respondents o Sex o Age o Civil Status o Educational Background B. Teaching Approaches: o Group Learning Method 1. Teamwork 2. Cooperative Learning o Demonstration Method 1. Videotapes 2. Games o Fieldwork Method 1. Hands-on 2. Service Learning o Lecture Method 1. Discussion 2. Discussion with Quiz o Problem-Based Learning Method 1. Cases 2. Guided Design

Evaluation of Ideal Teaching Approach

Figure 1. Schematic Diagram of the Study

Statement of the Problem This

study

comes

to

determine

the

Ideal

Teaching

Approach which benefits both the teacher and students. Specifically, questions:

the

study

seeks

to

answer

the

following

14 1.

What

is

the

profile

of

students

and

teachers

respondents in terms of: a. Gender b. Age c. Civil Status d. Educational Background 2.

What are the Ideal Teaching Approaches in Social Studies

as

perceived

by

the

students

and

teachers? 3.

Is

there

a

significant

difference

on

the

perceptions of the student and teachers on the teaching approaches in Social Studies?

Hypothesis Ho:

There

perceptions

is of

no the

significant student

difference

and

teachers

on

the

on

the

on

the

on

the

teaching approaches in Social Studies. Ha:

There

perceptions

is of

no the

significant student

difference

and

teachers

teaching approaches in Social Studies.

15 Significance of the Study The following group of individuals may benefit from the countless information obtained from the study, be it in a small or large way.

DepEd Administrators/Authorities. The result of this study

will

information

provide regarding

them the

important most

and

effective

reliable

approach

of

teachers and students for easy learning. They will be able to share these results to many more communities for them to apply.

School Administrators. Due to a possible significant change

in

teaching

strategies

and

performance

of

students, they, too, will experience or benefit from the result of these positive changes. They might continue in consulting the student body regularly about the teaching strategies

they

find

most

comforting.

They

will

now

realize the importance of such simple factors.

Teachers.

They

may

be

more

open

to

different

teaching strategies they are welcomed to adopt. This will give them a chance to discover teaching strategies of

16 their

choice

and

likeness

for

better

application

and

appreciate

the

performance as to teacher.

Students.

They

will

be

able

to

lessons taught by the teachers and may even receive an opportunity

to

experience

the

teaching

strategy

they

prefer most. This will then help their performance in schools, especially in academics.

Scope and Limitations of the Study This approach

study or

focuses

teaching

mainly

strategy

on

the

ideal

of

teachers

teaching

in

Agusan

National High School. This study shall mention numerous teaching approaches which students and teachers may find most effective in terms of providing the best strategies for easy learning. The respondents in this study include 1.) the social studies teachers and their choice of which teaching approach they think is the most effective and 2.) the students in the third year level, to choose which teaching strategy brings them the best comfort and ease while learning. The personal factors- gender, age, civil status, and educational accurate

background

study.

The

are

needed

currently

to

make

generated

or

a

fairly applied

17 teaching approaches are compared for different groups of people to be knowledgeable of the most effective teaching approach there is.

Definition of Terms Common knowledge and understanding of this study are needed, thus these terms were defined.

Role teaching introduce

Playing. social

The

studies

dramatically.

term

refers

wherein It

is

to

the

also

a

method

problem used

to

is

in to

provide

opportunity to practice skills.

Lecture. wherein

the

The

term

teacher

refers

presents

to

a

factual

teaching material

method like

maps/globes. This contains experience which inspires and stimulates to open a discussion.

Lecture with Discussion. The term refers to a method involving the teacher and student to question, clarify and challenge related to the topic.

18 Brainstorming. The term refers to a method which is used to encourage full participation because all ideas are equally recorded. Usually done in groups or pairs.

Videotapes. The term refers to an entertaining way of teaching content and raising issues related to the topic.

Class

Discussion.

The

term

refers

to

a

method

wherein everyone is allowed to participate in an active process.

Small Group Discussion. The term refers to a method wherein a discussion can reach group consensus.

Report-back

Sessions.

The

term

refers

to

a

large

group discussion of role plays, case studies and small group exercise.

Index Card Exercise. The term refers to a method used in social studies to explore the difficulties and complex issues.

19 Various Clarification Exercise. The term refers to a method given to explore values and beliefs, usually used in some religions in the world discussion.

Questioning. The term refers to a teaching method that involves question similar to testing.

Explaining.

The

term

refers

to

another

teaching

method which is similar to lecturing.

Demonstrating. The term refers to a teaching method of

social

studies

used

to

provide

an

opportunity

in

learning new exploration and visual learning tasks from a different perspective.

Collaborating. The term refers to students working in groups so that the teacher can enforce a lesson plan. It has less used in social studies.

Social

Studies.

The

term

refers

to

an

academic

subject devoted to the study of society and including geography, economics and history.

20 History. The term refers to events that happened in the past.

Student. The term refers to an individual who is studying in school.

Teacher.

The

term

refers

to

teaches students a certain subject.

an

individual

who

21 Chapter 2 METHODOLOGY

Research Design The survey approach of research was used in this study. The said approach was employed in as much as the main objective of this research study is to specify the teaching approaches usually practiced and used by most of the

social

School

and

studies to

teachers

determine

of

the

Agusan

approach

National which

is

High ideal

according to the students’ perception. A survey is being floated each containing 8 items for both the students and teachers to answer.

Research Locale Agusan National High School, located in the heart of Butuan City, is one of the leading public high schools in the region. It was first established on the year 1919 in Cabadbaran,

Agusan,

where

it

served

as

Cabadbaran

Elementary School’s extension. On 1921, the small number of students enrolled caused it to be relocated to Butuan which was then a municipality and capital of Agusan. The school

was

separated

from

Butuan

Central

Elementary

School and began as an independent unit on 1927. It was

22 then

manned

by

only

six

teachers

which

included

the

principal, with an enrollment of about 268 students. 24 students made up the pioneer senior class which graduated toward the end of the school year on March, 1928. On December 8, 1941 due to the outbreak of hostilities in World War II, the school was closed. It was again opened on July 16, 1945 during the early days of liberation. The High

School

was

then converted into a City under the

jurisdiction of Butuan City in 1995. At Agusan

present,

a

total

National

High

of

nine

School

departments

with

their

compose

respective

department heads, namely, Merlina M. Dy for the English Department,

Ma.

Froilan

G.

Borongan

for

the

Filipino

Department, Asuncion D. Camacho for MAPEH Department, Ma. Rita D. Calo for Mathematics Department, Julita N. Garcia for

the

Science

Department,

Nenita

M.

Bacala

for

the

Social Studies Department, Lilian L. Estose for the TLE Department,

Amelita

Department,

and

M.

Aquino

Buenaventura

C.

for

Values

Camilosa

Jr.

Education for

the

Practical Arts Department. In

the

year

2006, Peter G. Esterioso sat as the

school’s principal up to present, expected to strengthen the school’s vision and mission. The school is directed by the following vision and mission:

23 VISION A school that produces learners with knowledge and skills both

academic

and

vocational,

God

–

loving

and

law

abiding citizen. MISSION The school must provide quality and relevant education to the

students

through

effective

and

relevant

teaching

strategies, enriched instructional materials with strong values orientation and a team of committed and qualified teachers ably supported by the PTA, LGU’s and NGO’s thus making them productive in the society. There are a total of 265 students in the third year level

alone,

composing

curriculums. Department

Mr.

is

the

Angelito

the

current

sections

of

the

school’s

Agustin

of

the

Filipino

F.

curriculum

chairman

of

the

third year level and adviser of the STOHS section III – Avogadro. ANHS is located in the heart of the City of Caraga’s capital, particularly in A.D. Curato Street, Butuan City. The curriculums of the school include the Science and Technology Oriented High School (STOHS), Special Program in

the

Curriculum

Arts

(SPA),

(RBEC),

and

Restructures the

Education Curriculum (Tech. Voc.).

Basic

Technology

Education Vocational

24 ANHS

has

specific

three

academic

libraries, subject.

each

catering

These

to

libraries

a are

sufficiently – equipped, namely, the English Library, YES –

O

Library,

and

Aklatang

Filipino.

It

also

has

an

Amphitheater, laboratories, namely the Speech Laboratory, Chemistry

Laboratory, and the Computer Laboratory. The

School Museum is open to everyone, as well as the Clinic equipped nurses

with

to

keep

facilities an

needed

by

the

students

and

eye on the school’s health status.

There are many canteens around the school to cater the needs of teachers and students. The

school’s

publications:

The

major

organizations

Narra

(English)

and

include Ang

its Narra

(Filipino), the student organizations: Boy Scouts of the Philippines (BSP), Girl Scouts of the Philippines (GSP), Citizenship

Advancement Training (CAT), Drum and Bugle

Corps, Red Cross Youth (RCY), Rover Scouts, School Choir, Dance Troupe, and the Supreme Student Government (SSG). The ANHSFERA is an organization by teachers, employees, and retirees of the school while ANHS Multi – Purpose Cooperative is composed of permanent employees of ANHS. The PTA, an organization of parents and teachers is a huge part of the school’s success.

25 Research Instrument

The instruments used in the study were the following: 1. Questionnaire constructed

Checklist by

the

Form.

This

researchers

instrument

was

enumerate

the

to

socio-demographic profile of the students and the teachers’ among

respondents.

others,

students,

and

The

the

gender

the

civil

instruments and

the

status

specified

age

and

of

the

educational

background for the teachers.

2. Survey Questionnaire for Students and Teachers. This instrument

was

preferable

teaching

students

as

utilized

to

strategy

determine

the

which

suits

most the

seen from their point of view and a

separate questionnaire was given to the teachers to specify the approach which they frequently practice and use in teaching social studies.

Data Gathering Procedure Survey

questionnaires

were

prepared

and

were

forwarded to 79 students respondents. Each of them was asked

to

give

ratings

to

the

teaching

strategies

in

accordance to their comfortability with its use by their

26 teachers in social studies. On the other hand, a set of questionnaires were given to 24 Social Studies teachers. Similarly, they were asked to establish ratings to each teaching strategies with respect to how frequent they are used

in

their

classes.

The

data

gathered

are

then

collected, organized, presented, analyzed and interpreted to draw out judgement.

Sampling Techniques The simple random sampling was the technique applied to the study. There were 79 students asked to rate the teaching strategy which they prefer the most while 12 teachers were asked to rate the teaching strategies based on their frequent use. Table1. Student population and respondents of the study. Population

Sample

Section

Male

Female

Total

Male

Female

Total

Coral

23

44

67

7

13

20

Dalton

10

31

41

3

9

12

Emerald

13

39

52

4

12

16

Garnet

26

40

66

8

12

20

SPA

11

28

39

3

8

11

TOTAL

83

182

265

25

54

79

Table 2. Teacher population and respondents of the study.

Teacher Social

Population Sample Male Female Total Male Female Total 6 18 24 3 9 12

27 Studies teachers TOTAL

6

18

24

3

9

12

Data Analysis The evaluated

data and

acquired analyzed

from

by

the

the

respondents

researchers

with

were utmost

care. The researchers supervised a careful distribution of the survey questionnaires. The researchers made use of the Likert scale in both sets of survey questionnaire. A 5 point rating scale was used for the teacher and student questionnaires. For the students, the scales used were as follows:

(5)

excellent,

(4)

very

good,

(3)

good,

(2)

average, (1) poor. For the teachers, the following were used: (5) always, (4) frequently, (3) occasionally, (2) rarely, (1) never.

Socio-Demographic Profile A. Age Students Code Guide 1 2

Indicator 13 14

28 3 4

15 16

Teachers Code Guide 1 2 3 4 5 6 7

Indicator 30 - 35 35 - 40 40 - 45 45 - -50 50 - 55 55 - 60 60 - 65

B. Gender Code Guide

Indicator

1

Male

2

Female

Students Descriptive Rating Excellent Very Good Good Average Poor

Weight 5 4 3 2 1

Scale 4.50 3.50 2.50 1.50 1.00

Interval – 5.00 – 4.49 – 3.49 – 2.49 – 1.49

Weight 5 4 3 2 1

Scale Interval 4.50 – 5.00 3.50 – 4.49 2.50 – 3.49 1.50 – 2.49 1.00 – 1.49

Teachers Descriptive Rating Always Frequently Occasionally Rarely Never

29 Standard Deviation Students Descriptive Rating Excellent Very Good Good Average Poor

Scale Interval 1.52 – 1.89 1.14 – 1.51 0.76 – 1.13 0.38 – 0.75 0 – 0.37

Teachers Descriptive Rating Always Frequently Occasionally Rarely Never Statistical Treatment The

following

Scale Interval 1.52 – 1.89 1.14 – 1.51 0.76 – 1.13 0.38 – 0.75 0 – 0.37

statistical

treatments

were

applied

for the analysis of the data:

1. Sampling

Fraction.

(F=n/N

x

100%)

Is

a

sampling

method tool used to determine the percentage or size of the sample taken from a certain population.

2. Frequency. Is the number of appearances of a certain

quantity

or

distribution.

data

in

an

interval

of

a

frequency

30 3. Mean. Also referred to as the average, is the sum of

the values divided by the number of values and is used when the quantity with the greatest stability is wanted among the collection or series of values.

4. Chi-Square Test (Test of Independence). In this type

of test, the members of the sample are classified in two ways, that is in terms of two characteristics. This is referred to as two way classification. The purpose

of

this

characteristics

test

is

is

to

independent

determine of

(or

if

one

does

not

depend on) the other characteristic.

5. Standard

to

as

spread)

Deviation. Standard Deviation is referred

the

measures

of

variability

(dispersion

or

denoted by µ. It is also defined as the

positive square root of variance.

Chapter 3 ANALYSIS AND RESULTS

This

chapter

investigation.

The

focuses

the

presentation,

answers

to

analysis,

the and

31 interpretation of data follow the order of the specific problems as given in Chapter 1.

Problem 1. What is the profile of the students and teacher respondents in terms of: Gender, Age, Civil Status, and Educational Background? Table 3. Distribution of Respondents by Gender Students Frequenc Percentag y e 25 32% 54 68% 79 100%

Gender Male Female TOTAL

Table

3

shows

that

Teachers Frequency 3 9 12 majority

Percentage 25% 75% 100%

of

the

student

respondents are female which is 54 or 68% of the total respondents. While in the teacher respondents, majority are

also

female

respondents.

that

accounts

for

9

or

75%

of

the

Females have always outnumbered males. In

students, it is frequently observed that there is a small number

of

male

students

while

there

are

many

female

students. In teachers, females outnumber males probably because there are more females who prefer to take the course of education than males. Most males prefer courses like engineering or information technology.

Table 4. Distribution of Students by Age

32 AGE 13 14 15 16 TOTAL

FREQUENCY 1 44 32 2 79

PERCENTAGE 1% 56% 41% 3% 100%

Table 4 shows that most of the student respondents’ age belong to 14 years old which is 44 or 56% of the total

number

of

student

respondents.

This

is

probably

because most of the student respondents will be one year older

in

the

latter

part

of

this

year.

Third

year

students should normally be of age 15.

Table 5. Distribution of Teachers by Age AGE 30 - 35 36 - 40 41 - 45 46 - 50 51 - 55 56 - 60 61 - 65 TOTAL

FREQUENCY 3 2 1 1 2 2 1 12

PERCENTAGE 25% 17% 8% 8% 17% 17% 8% 100%

Table 5 shows that most of the teacher respondents’ age bracket is 30 – 35 years old which is 3 or 25% of the total teacher respondents. This means that there are more people of this age bracket that prefer teaching. They compose most of the population because teachers of the ages 50 and above tend to retire or stop teaching.

33

Table 6. Distribution of Teachers by Civil Status CIVIL STATUS SINGLE MARRIED WIDOWED TOTAL Table

6

shows

FREQUENCY 1 11 0 12 that

the

teacher

PERCENTAGE 8% 92% 0% 100% respondents

are

mostly married. This accounts for 11 or 91% of the total teacher

respondents. Most teachers are married because

the Filipino’s tradition is that a couple can get married after they graduate college. As explained earlier, most of the teachers are of age 30 and above. At this stage, most of them decide to get married because they believe that this may be the only thing that could complete their lives.

Table 7. Distribution of Teachers by Educational Background EDU. BACKGROUND BACHELOR'S DEGREE BACHELOR'S DEGREE with MA UNITS FULL PLEDGE MA FULL PLEDGE MA with PhD UNITS DOCTORAL DEGREE TOTAL

FREQUENCY 2

PERCENTAGE 17%

10 0

83% 0%

0 0 12

0% 0% 100%

34 Table 7 shows that most of the teachers achieved a Bachelor’s Degree with MA Units which account 10 or 83% of the total teacher respondents.

Problem 2. What are the Ideal Teaching Approaches in Social Studies as perceived by the students and teachers? Table 8. Ideal Teaching Approaches as perceived by the Students and Teachers Indicators 1.Discussion Only 2.Discussion with Quiz 3.Group Learning 4.ProblemBased(Guided) 5.Problem-Based(Cases) 6.Fieldwork 7.Demonstration(Video Tapes) 8.Demonstration(Games) OVER-ALL Table teaching

8

shows

technique

that of

Students Mean 3.92 3.96 3.51

VD VG VG VG

Teachers Mean 4.25 4.33 3.33

3.38 3.49 3.71

G G VG

2.50 2.67 2.17

O O R

3.15 3.94 3.63

G VG VG

1.42 2.92 2.95

N O O

students,

the

Quiz

the

based

on

Discussion

the with

has

VD F F O

highest mean which is 3.96 having a verbal description of Very Good. Next to it is Discussion only with a mean of 3.92 having a verbal description of Very Good. On the other hand, the approach with the use of Video Tapes has the lowest mean of 3.15 and a verbal description of Good.

35 The same results came out from the teachers. The Discussion with Quiz approach has the highest mean of 4.33 with a verbal description of frequently. Following it is the Discussion Only approach with a mean of 4.25 and

a

verbal

description

of

Frequently.

On

the

other

hand, the approach with the use of Video Tapes has the lowest mean of 1.42 and a verbal description of Never.

Most

students

prefer

the

Discussion

with

Quiz

Approach because this is what most teachers introduce to them. They find themselves comfortable with the teaching technique

because

having

a

quiz

directly

after

the

discussion, the lesson is still fresh in their minds and this will enable them to get high scores. On the other hand, the teachers often use the Discussion with Quiz Approach

because

they

see

it

as

a

good

approach

especially to test whether the students understood the lesson that they have just discussed.

Using

Video

Tapes

is

least

preferred

by

the

students. One reason is because this kind of approach was not introduced to them. Another reason would be the lack of school facilities and budget to support this kind of teaching technique. These are also the reasons why Social

36 Studies

teachers

don’t

prefer

to

use

this

kind

of

approach.

Chapter 4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

This study used the survey approach of research. It utilized the said approach in as much as the main purpose of

this

research

was

to

determine

the

ideal

teaching

37 approach to be applied in teaching Social Studies subject as perceived by the Social Studies teachers and third year students of Agusan National High School. A

survey

questionnaire

was

formulated

for

the

students and teachers. There were two different sets of questionnaires for the students and teacher with 8 items each

as

indicators.

information

such

as

Part

I

gender,

is age,

for

the

civil

personal

status,

and

educational background. Part II consists of the 8 items that emphasize the different teaching techniques used in Social Studies. There

are

79

student

respondents

and

12

teacher

respondents. As to gender, majority of the student respondents are female which are 54 or 68% of the total number of respondents. While in the teacher respondents, majority are

also

female

accounting

9

or

75%

of

the

total

respondents. Most of the student respondents’ ages belong to 14 years old which is 44 or 56% of the total number of respondents. The teachers’ age bracket is 30 – 35 years old which account 3 or 25% of the total respondents. In terms of civil status, 11 of the teachers are married. This accounts for 92% of the total respondents. In terms of educational background, most of the teachers graduated

38 a Bachelor’s Degree with MA Units that accounts for 10 or 83% of the respondents. As to the ideal teaching approach, as perceived by the students, item number 2, Discussion with Quiz got the highest mean of 3.96 which is verbally described as Very Good. The students prefer this kind of approach because this is what they are most comfortable with. Based on the teachers,

item

number 2 got the highest mean of 4.33

verbally described as Frequently. This kind of approach is mostly used because the teachers are also comfortable with using this kind of technique similar as to how the students are comfortable with it. Conclusions In the view of findings, the following conclusions were drawn:

1. Majority which

of

are

the

54

or

student

respondents

68%

the

of

total

are

female

respondents.

While in the teacher respondents, majority of it are female which is 9 or 75%.

2. Most of the student respondents’ ages belong to 14 years

old

which

accounts

44

or

56%

of

the

respondents. The teacher respondents’ age bracket

39 belongs to 30 – 35 years old which is 3 or 25% of the total respondents.

3. In terms of civil status, 11 of the total teacher respondents are married which account for 92% of the respondents.

4. In terms of educational background, the teachers are mostly achieved a Bachelor’s Degree with MA Units which is 10 or 83% of the respondents.

5. Based on the students, the teaching approach which most of them prefer is Discussion with Quiz which got the highest mean of 3.96 verbally described as Very Good.

6. Based on the teachers, the approach they commonly use is Discussion with Quiz which got the highest mean of 4.33 verbally described as Frequently.

Recommendations

40 On

the

basis

of

the

findings

and

conclusions

generated in the study, the following recommendations are offered for consideration:

1. The

Social

Studies

teachers

should

use

the

Discussion with Quiz approach in teaching. This is a lecture

directly

followed

by

a

quiz

to

ensure

whether the students understood the lecture that has just been taken. The results of this study showed that

the

students

are

very

comfortable

with

this

type of teaching.

2. Agusan National High School lacks in materials and budget

for

this

kind

of

teaching

approach.

The

school administrators should allocate a budget for this kind of technique so that both the students and teachers

may

gain

experience

to

this

kind

of

technique and appreciate its benefits. Bibliography

A. Books Lardizabal, Amparo. 1997. Group Learning. Principles and Methods of Teaching.

41 Lardizabal, Amparo. 1997. Demonstrations. Principles and Methods of Teaching. Lardizabal,

Amparo.

1997.

Discussion.

Principles

and

Methods of Teaching. Torp,

L.

Sage,

Problems

as

S.

2002.

Problem

Possibilities:

and

Based

Problem-Based

Learning. Learning

for K-16 Education. 2nd Edition. pp. 15-16.

B. Internet Sources Arredondo, et al., 1994. Lecture. http://www.reproline.jhu.edu/english/6read/6training /lecture/delivering-lecture.htm Bruffee. 1993. Cooperative Learning. http://www.gmu.edu/facstaff/part-time/strategy.html Cashin. 1990. Lecture. http://www.gmu.edu/facstaff/parttime/strategy.html Evans, Bergen. 1989. Teaching. http://www.cycnet.org/cyc-online/cycol-0304-teaching.html McPherson, Kate. 2001. Service Learning. http://wwww.newhorizons.org/strategies/service_learn ing/front_service.htm Zhao, Jianhua. 2002. Group Learning. http://www2.computer.org/portal/web/csdl/doi/10.1109 /CIE.2002.1185942

42 Case Method. http://www.gmu.edu/facstaff/parttime/strategy.html Demonstration Method. http://www.tpub.com/content/advancement/14504/css/14 504-27.htm Social Studies. http://en.wikipedia.org/wiki/Social_Studies

APPENDIX Appendix A Letter to the Respondents Republic of the Philippines Department of Education Division of Butuan AGUSAN NATIONAL HIGH SCHOOL Butuan City

43

October 5, 2009 Dear Respondents, The researcher are 3rd year students in Agusan National High School at Science and Technology Oriented High School Curriculum is conducting a study entitled. , “An Evaluation on the Ideal Teaching Approaches in Social Studies in Agusan National High School”. This research undertaking will determine on how vandalism affects the students feelings inside the said school and what are the consequences of the school properties may encounter. In this connection, I would like to solicit your honest and sincere answers to the attached questionnaires. I assure you that information shared will be treated in the strictest level of confidence. Thank you very much for your cooperation. Very truly yours, Earvin Borromeo Jean Trisha Abao Juliet Czarina Furia Marion Therese Geolingo July Joy Lumantas Jolly Ann Porio Ann Kashmer Yu Sushmita Zamora Noted: (SGD) MR. EDMUND D. MENDOZA Adviser (SGD) MRS. MARIA RITA D. CALO Head, Mathematics Department

(SGD) MR. PETER G. ESTERIOSO Principal IV

Appendix B Survey Questionnaire Agusan National High School Butuan City Survey Questionnaire for Teachers Name: Age:

Gender: Educational Background:

44 Civil Status:

1. Single 2. Married 3. Widowed

1. Bachelor’s Degree 2. Bachelor’s Degree with MA Units 3. Full Pledge MA 4. Full Pledge MA with PhD. Units 5. Doctoral Degree II. Instructions: Establish a rate for each of the following approaches based on how often you apply them in teaching. Use the given scale values in rating: 5 – Always 4 – Frequently 3 – Occasionally 2 – Rarely 1 – Never TEACHING APPROACHES 1. DISCUSSION ONLY – traditional lecture which include questioning students to help them evaluate their own thoughts and opinions. 2. DISCUSSION WITH QUIZ – includes the description in number 1 which is immediately followed by a test/quiz to evaluate whether or not they have acquired knowledge from the discussion. 3. GROUP LEARNING – students work in small groups to complete or solve a given project or problem based on individual skills and knowledge with regards to the topic. 4. PROBLEM BASED LEARNING (GUIDED DESIGN) – a students or group of students which should be solved according to the prescribed steps (example: identify the problem, state objectives, etc.) to be resolved in order. 5. PROBLEM BASED LEARNING (CASES) – students may solve the given problem through applying their own skills and stock knowledge regarding the problem. 6. FIELDWORK METHOD (HANDS ON) – students are given academic credit at the same time earn knowledge and experience through accomplishing tasks for the community with intentional goals. 7. DEMONSTRATION (VIDEO TAPES) – a series of movies or programs which thoroughly explains a certain topic and display a few examples will be viewed by the students. 8. DEMOSNTRATION (GAMES) – a form of competition among the students which makes the discussion more interesting and understandable (example: the student who states the correct answer earns 5 points

RATING

Agusan National High School Butuan City Survey Questionnaire for Students Name: Age:

Year and Section: Gender:

45 II. Instructions. Rate each of the given teaching approaches based on whether or not it is more preferable to you to be used by your teacher in Social Studies in teaching lessons. Use the given scale values in rating: 5 – Excellent 4 – Very Good 3 – Good 2 – Average 1 – Poor TEACHING APPROACHES 1. DISCUSSION ONLY – traditional lecture which includes questioning students to help them evaluate their own thoughts and opinions.

RATING

2. DISCUSSION WITH QUIZ – includes the description in number 1 which is immediately followed by a test/quiz to evaluate whether or not the students have acquired knowledge from the discussion. 3. GROUP LEARNING – students work in small groups to complete or solve a given project or problem based on individual skills and knowledge regarding the topic 4. PROBLEM – BASED LEARNING (GUIDED DESIGN) – a student or a group of students will be given a problem which should be solved according to the prescribed steps (example: identify the problem state the objectives, etc.) to be resolved in order. 5. PROBLEM – BASED LEARNING (CASES) – students may solve the given problem through applying their own skills and stock knowledge regarding the problem. 6. FIELDWORK METHOD (HANDS ON) – students are given academic credit at the same time earn knowledge and experience through accomplishing tasks for the community with intentional goals. 7. DEMONSTRATION (VIDEO TAPES) – a series of movies or programs which thoroughly explains a topic and display of a few examples will be viewed by the students. 8. DEMONSTRATION (GAMES) – a form of competition among the students which makes the discussion more interesting and understandable (example: the students who can state the correct answer will earn 5 points)

Appendix C Statistical Treatment Students 1 2 3

1 361 362 350

2 364 365 353

3 328 329 317

4 318 319 307

Teachers 5 6 327 344 328 345 316 333

7 300 301 289

8 362 363 351

TOTAL 2704 2712 2616

46 4 5 6 7 8 TOTAL

340 342 336 327 345 2763

343 345 339 330 348 2787

307 309 303 294 312 2499 Cell 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42

O 361 364 328 318 327 344 300 362 362 365 329 319 328 345 301 363 350 353 317 307 316 333 289 351 340 343 307 297 306 323 279 341 342 345 309 299 308 325 281 343 336 339

297 299 293 284 302 2419 E 362.11 365.26 327.52 317.03 326.47 344.29 298.16 363.16 363.19 366.34 328.48 317.97 327.43 345.31 299.04 364.24 350.33 353.37 316.86 306.71 315.84 333.09 288.45 351.34 339.62 342.57 307.17 297.33 306.18 322.90 279.63 340.60 341.76 344.73 309.10 299.21 308.12 324.94 281.40 342.75 335.33 338.24

306 308 302 293 311 2491

323 325 319 310 328 2627

(IO-EI-0.5)^2 0.37 0.58 0.00 0.22 0.00 0.04 1.80 0.44 0.47 0.71 0.00 0.28 0.00 0.04 2.13 0.54 0.03 0.02 0.13 0.05 0.12 0.17 0.00 0.02 0.01 0.00 0.11 0.03 0.10 0.16 0.02 0.01 0.07 0.05 0.16 0.08 0.15 0.19 0.01 0.06 0.03 0.07

279 281 275 266 284 2275

341 343 337 328 346 2771

(IO-EI-0.5)^2/E 0.00 0.00 0.00 0.00 0.00 0.00 0.01 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.01 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

2536 2552 2504 2432 2576 20632

47 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64

303 293 302 319 275 337 327 330 294 284 293 310 266 328 345 348 312 302 311 328 284 346

303.29 293.58 302.32 318.83 276.11 336.30 325.69 328.52 294.57 285.14 293.63 309.66 268.17 326.63 344.97 347.97 312.01 302.02 311.01 327.99 284.04 345.97

20632

20632

0.04 0.01 0.03 0.11 0.37 0.04 0.66 0.96 0.00 0.41 0.02 0.02 2.78 0.75 0.22 0.22 0.24 0.23 0.24 0.24 0.21 0.22

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.01 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

X2c=0.06

CURRICULUM VITAE I.

Personal Information Name: Jolly Ann M. Porio Age: 15 years old Birthday: August 30, 1994 Address: 012Pizarro St., Butuan City Mother’s Name: Maria M. Porio Occupation: Businesswoman Father’s Name: Jose Antonio A. Porio Occupation: Self-Employed

48

II.

Educational Background Pre-school Butuan Grace Christian School 1999-2001 Honors Received: 3rd Honors 1st Honors

Nursery II Kinder II

Elementary Butuan Central Elem. School

2001-2007

Honors Received: Grade Grade Grade Grade Grade Grade

1st 2nd 8th 3rd 3rd 3rd

1 2 3 4 5 6

Honors Honors Honors Honors Honors Honorable Mention

Secondary Agusan National High School 2007-Present Honors Received: 1st Year 2nd Year 3rd Year

I-Archimedes II-Darwin III-Avogadro

2nd Honors 4th Honors 7th Honors

III. Organizational Affiliations Member, Girl Scouts of the Philippines (GSP) Board of Directors, Youth Entrepreneurship and Cooperativism in Schools I. Personal Background Name: Marion Therese C. Geolingo Age: 15 years old Birthday: July 24, 1994 Address: Blk. 6, Lt. 7, Happy Homes Subd., Butuan City Mother’s Name: Ma. Teresa C. Geolingo Occupation: Housewife Father’s Name: Marlon M. Geolingo Occupation: LMO III, DENR

49 II. Educational Background Pre-School Butuan Faith Christian School 1999-2001 Honors Received: Kinder I 3rd Honors Kinder II 4th Honors Elementary Butuan City SPED Center

2001-2007

Honors Received: Grade I Grade V Grade VI

10th Honors 10TH Honors With Honors

Secondary Agusan National High School 2007-Present III. Organizational Affiliations Member, Red Cross Youth Staffer, Ang Narra

I. Personal Background Name: Ann Kashmer D. Yu Age: 15 years old Birthday: June 16, 1994 Address: Rosewood Subd., Butuan City Mother’s Name: Dr. Casmerlita Yu Occupation: Physician Father’s Name: Lureno Yu Occupation: Businessman II. Educational Background

50

Pre-School

Butuan Faith Christian School

Honors Received: Elementary

Enfant Cheri Study Centre, Inc.

Honors Received: Grade Grade Grade Grade Grade Secondary

2 3 4 5 6

3rd Honors 2nd Honors 1st Honors 1st Honors Valedictorian

Agusan National High School

Honors Received: 1st Year 2nd Year IV.

I-Archimedes II-Darwin

4th Honors 3rd Honors

Organizational Affiliations RCY Member Staffer, Ang Narra Rotary North YECS Treasurer

I. Personal Background Name: Earvin L. Borromeo Age: 14 years old Birthday: October 29, 1994 Address: Baan Km 3, Butuan City Mother’s Name: Elizabeth Borromeo Occupation: Housewife Father’s Name: Ricardo Borromeo Occupation: Mechanic II. Educational Background

51

Pre-School

Father Urios Pre-School

1999-2001

Honors Received: 3rd Honors

Pre-School Elementary

Butuan Central Elem. School 2001-2007

Honors Received: Grade 1 Grade 2 Grade 6

3rd Honors 2nd Honors 9th Honors

Secondary Agusan National High School 2007-Present III. Organizational Affiliations Member, RCY Member, ANHS Choir

I. Personal Background Name: Jean Trisha V. Abao Age: 14 years old Birthday: January 3, 1995 Address: Ran-Employees Village, Butuan City Mother’s Name: Stella V. Abao Occupation: Teacher Father’s Name: Domingo T. Abao Occupation: Teacher II. Educational Background

52

Pre-School Angelicum Montessori School 1999-2001 Honors Received: Kinder 2 Elementary

4th Gold Medalist

Butuan City SPED Center

2001-2007

Honors Received: Grade Grade Grade Grade Grade Grade

1 2 3 4 5 6

11th Honors 11th Honors 8th Honors 3rd Honors 3rd Honors 1st Honorable Mention

Secondary Agusan National High School 2007-Present Honors Received: 1st Year 2nd Year 3rd Year

I-Archimedes II-Darwin III-Avogadro

1st Section Honors 1st Section Honors 2nd Section Honors

III. Organizational Affiliations Member, GSP Member, ANHS Choir

I. Personal Background Name: Sushmita A. Zamora Age: 14 years old Birthday: December 19, 1995 Address: P-6 Bliss Libertad, Butuan City Mother’s Name: Brendelin A. Zamora Occupation: Housewife Father’s Name: Bernardo V. Zamora Occupation: Company Driver II. Educational Background

53

Pre-School Sto. Nino Kindergarten School 2000-2001 Honors Received: 1st Honors Elementary Butuan Central Elem. School

2001-2007

Honors Received: Grade Grade Grade Grade Grade Grade

1 2 3 4 5 6

6th 6th 2nd 2nd 1st 1st

Honors Honors Honors Honors Honors Honors

Secondary Agusan National High School 2001-Present Honors Received: 1st Year 2nd Year 3rd Year

I-Aristotle II-Linnaeus III-Avogadro

9th Honors 1st Honors 6th Section Honors

III. Organizational Affiliations Member, Girl Scouts of the Philipppines Secretary, Youth Entrepreneurship and Cooperativisims in Schools

I. Personal Background Name: July Joy S. Lumantas Age: 14 years old Birthday: July 14, 1995 Address: Blk. 29, Lt. 14, Emily Homes Subdivision, Butuan City Mother’s Name: Rina Lumantas Occupation: Businesswoman Father’s Name: Constante Lumantas Occupation: Retired Military Soldier

54 II. Educational Background Elementary Butuan Central Elem. School 2004-2007 Honors Received: Grade 4 Grade 5 Grade 6

9th Honors 10th Honors 1st Honors

Secondary Agusan National High School 2007-Present Honors Received: 1st Year 2nd Year

I-Aristotle II-Linnaeus

4th Honors 4th Honors

III. Organizational Affiliations Member, Girl Scouts of the Philippines

I.

Personal Information Name: Juliet Czarina V. Furia Age: 14 years old Birthday: July 6, 1995 Address: 1st St., P-20 Grapes, San Vicente, Butuan City Mother’s Name: Luz V. Furia Occupation: Office Employee Father’s Name: Wilelmo C Furia Occupation: Government Employee

55 II.

Educational Background Pre-school Golden Ribbon Kindergarten

1999-2001

Honors Received: 1st Honors

Kinder I

Elementary Butuan Central Elem. School

2001-2007

Honors Received: Grade Grade Grade Grade Grade Grade

1st 2nd 1st 1st 1st 1st

1 2 3 4 5 6

Honors Honors Honors Honors Honors Honors

Secondary Agusan National High School 2007-Present Honors Received: 1st Year 2nd Year 3rd Year

I-Archimedes II-Darwin III-Avogadro

1st Honors 7th Honors 8th Honors

III. Organizational Affiliations Member, Girl Scouts of the Philippines (GSP) Election Committee, Youth Entrepreneurship and Cooperativism in Schools