CHAPTER 1

CONTEXT AND RATIONALE

Rationale

“The fool wonders, the wise man asks”

Benjamin Disraeli

Questioning is one of the basic ways man can learn. Through curiosity and

asking of questions man learns many things. In fact discoveries were made

because of such. Even in educating students, the learners learn best by being

asked and by asking questions. According to Brill and Yarden (2003) as cited by

Ronald Vale (2013), “Asking questions means to educate the students by drawing

out conclusions and understanding of the subject and then leading each student to

the conclusions instead of lecturing them on what is True or False.” Though, the

said technique is popularized by Socrates when he was teaching in ancient Greece,

it is still widely used.

Asking series of questions to students allows the growth of the brain.

Through questioning, students are able to cull out knowledge previously known and

explanations or reasons to questions that those students learned. Berger (2015)

even emphasizes that, “Learner’s brains are constantly connecting stimuli or

thoughts and that these concepts and stimuli are clarified by way of questioning.”

This technique makes children think critically.

“Critical Thinking, as defined by Elder (2007), is the mode of thinking about

any subject, content, or problem — in which the thinker improves the quality of his

or her thinking by skilfully analyzing, assessing, and reconstructing.” The said skill is
 2

one of the main goals that the Department of Education wants to give to each and

every millennial to nurture and be holistically developed.

Since the Philippines is in the transition process of the Enhanced Basic

Education Program known as K to 12, many changes are made. The goals of the

BP 232 are revitalized because of the rising need of the millennial to be equipped

with new sets of skills (collaboration; creativity; critical thinking; and communication)

which are widely known as the 21st century skills or the 4C’s to become globally

competitive. These set of skills create holistic learners which would be beneficial not

just for the individual development; but, also for the national goals. Rich (2010),

even, adds that “these set of skills are ought to be taught by schools to help them

thrive in the world today.” As such because of these changes even teaching

strategies or approaches are also changed.

Araling Panlipunan 8, also known as “Kasaysayan ng Daigdig” or World

History is a subject famed for dwelling on past events, people, and places in the

world to re-evaluate the events, in order to ensure better understanding, decision-

making, and critical thinking. Araling Panlipunan ideally wants to transform the lives

of the learners to make them patriotic citizens of the country; empathizing them to

actions that signify their impact and existence in the world. By being able to re-visit

the situations of people that give impact to the world, the students view their

different perspectives. These skills are also essential to the development of the

fundamental skills of the 21st century learning. In fact the lesson is very ideal for the

formation of a holistic learner. Being able to use decision making skills with a touch
 3

to nationalism enables the learner’s critical thinking skills to be fully developed. The

continuing development of these skills result in the divergence of thinking, thus,

ultimately enables them to develop creatively. With such learning and development

holistic learners tend to grow. However, they often forget the ideals and even treat

the subject less seriously, more especially Araling Panlipunan 8.

One approach to address this problem is the use of Paideian Approach. This

way of teaching was introduced by the American Philosopher Mortimer Adler based

on the influence given by the Greeks in their ideal way of upbringing the child. The

said approach has three founding pillars; Socratic Seminar, Intellectual Coaching,

and Didactic Instructions. The first pillar is the Socratic Seminar (15-20% of time).

It is an approach, wherein, intellectual dialogues and collaborative ideas are

organized based on the series of open-ended questions pertaining to a text. The

pillar also focuses on the teacher using Socratic questioning to arouse the student’s

interest in the topic.The teachers use “probing” to assess student’s prior knowledge

regarding the topic.The second pillar is known as the Intellectual Coaching (70%

time); the learners learn the academic skills that they wanted through a series of

modeling questions by the teacher this time, the students catch and learn depth of

the topic based on the use of thought-provoking questions which are readily

prepared by the teachers. The answers to the guide questions serve as the main

topic which the teacher molds together with the articles that the teacher lays out to

the students. The last pillar is the Didactic Instruction (10-15% of time), wherein

teacher’s goal is to re-organize the ideas made by the learners, through the use of

graphic organizers. These pillars give students freedom to understand the topic or
 4

article that they read and solicit ideas during the discussion. These pillars also work

better in content-based subjects such as the languages, the sciences, and the

social sciences.

Several researches have been made regarding the efficacy of the said pillars

in teaching. In fact, a study by Robinson (2008) among the nine different schools in

the United States reveals to be effective and receive significant academic

improvement. Another study in Sweden also uses the Paideian Approach in

teaching reveals that children tend to learn more (Pihlgren ,2008). Anderson et. al

(2008) among the eight schools in Colorado USA, regards the success rate of the

said approach to let the students learn effectively.

Argao National High School is one of the lead secondary public schools in

the province of Cebu caters 2,680 students both Junior and Senior High School all

coming from the different barangays of Argao municipality and the neighboring

municipalities. Ten (10) sections from Grade 8, considered in transition period for

maturity, theseGrade 8 learners are often described as restless and full of energy;

hence, no clear focused are established. One of the subjects that is neglected for

having to dwell mostly of content is Araling Panlipunan in terms of content.

Furthermore these students tend to become disinterested and are often

times sleepy during the said subject since the subject deals with heavy content and

that they perceive such subject as “reporting” and memorizing facts that they would

just often neglect it and prioritize other subjects.

 5

In line with this, the study assessed the effectiveness of Paideian Approach

on the Teaching of Araling Panlipunan 8 in relation to the performance of selected

students in Argao National High School.

 6

REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Studies

“Ever since the time when Socrates highlights the use of questions seems to

have promising devices for the pursuit of knowing and acting; many institutions

including education tend to use such in the teaching and learning process” (Dillon,

2004). Dillon (2004) continues that, “Since Education is a morale enterprise which

would induce the young to become good, questioning is one device to serve the

purposes in classroom circumstance and learning.” Hence questioning has a

significant output to the learner.

“Socratic Questioning is disciplined questioning used to pursue thoughts in

many directions and for many purposes which are to; explore ideas, attain facts on

things, uncover issues and assumptions, analyze concepts, and follow logical

implication of thought (Elder, 2007).” In the field of education, Elder (2007)

emphasizes that Socratic Questioning has two purposes: to probe the learners to

distinguish the learner’s current status regarding the topic; and to let the learners

acquire and develop powerful tools of Socratic dialogue so that they can use it in

everyday lives.”

Elder (2007) continues that “Socratic questioning helps distinguish

systematic from fragmented line of thinking; and thus, ultimately connect to critical

thinking and creative thinking.” What is then critical thinking and how does it differ

from creative thinking and the development of a holistic individual.

 7

“Critical Thinking, as defined by Elder (2007), is the mode of thinking about

any subject, content, or problem — in which the thinker improves the quality of his

or her thinking by skilfully analyzing, assessing, and reconstructing.” Facione (2011)

adds that “by introducing critical thinking people make good decisions for their own

future, thus, contributing to the society instead of being a burden.” Because of such

development of skills Bailin (2002) continues to emphasize that “a learner also

might develop creativity.” “Lai (2011), even, argues that though Critical Thinking and

Creativeness are different they are part of one concept.” Bailin (2002) further,

argues that a certain amount of creativity and critical thinking are aspects of good

and purposeful thinking. And as the authors note, “critical thinking without creativity

reduces to mere scepticism and negativity, and creativity without critical thought

reduces to mere novelty” (p. 35). Paul and Elder (2006) point out that, in practice,

the two concepts are inextricably linked and developed in parallel.

According to Hermann (2015), “Human brain thinking is a scalable framework

which provides a lens for improved understanding and insights and that it

acknowledges the different tasks that require different mental processes.” Basar

(2005) adds that the said belief is based on principles according to which brain

functions are represented by the oscillatory activity. Oscillatory activity in a given

frequency band performs multiple functions since they vary on a number of

response parameters. Basar (2005), further, adds that there is selective cooperation

in the stimulated brain; this produces super-binding between neural populations and

super-synergy in the whole brain. This means that only a portion of the brain can be
 8

dominant however because of the involvement of Socratic Method in the Paideia

Approach,critical thinking and creativity are two sides of the same coin making

children intellectually holistic.

Being one of the three (3) primary pillars of Peidian Approach to teaching,

Intellectual Coaching is made mentioned. But what is intellectual coaching?

According to Christopher Cushion et. Al (2010) there is an apparent lack of

definitional clarity that can leave exact consideration of on what is emphasized.

However, according to Nelson et al (2006) as cited by Cushion et al (2010),

intellectual coaching can be illustrated as “coach learning,” “coach education,”

continuing professional development (CPD) plus coaching and sport instructor

certification among others.

Beverly Showers and Bruce Joyce (1996), in a separate study, also mentions

that regular (weekly) seminars that enable teachers to practice and implement the

content they are learning is also considered.

Nevertheless, despite the broad and interchangeable concepts, Beverly

Showers and Bruce Joyce (1996) state “that the results were consistent: the

implementation of the said strategy whether expert or participants conducted the

sessions.” It is recommended that the teachers who are in peer coaching share the

learning process that might directly affect student learning. This means to say that

intellectual coaching, though vague, has its effectiveness in terms of teaching

students.
 9

Since intellectual coaching has been a vague area the study tried to compare

it to another strategy which in education and that is scaffolding. Scaffolding, as

Jerome and other educational psychologists elaborate Vygotsky’s theory, states

that the social environment offers supports for learning are gradually withdrawn as

they become internalized. This denotes that the knowledge other models (such as

teachers) give to students as a support in attaining skills slowly; but surely when

shifted to one’s responsibility (Encyclopedia, 2009 as cited by Abi-abi 2010). Thus,

Scaffolding is then used as one of the concepts that highlights children’s learning

(Stone, 1998 as cited by de Pol. 2010).

In another field of perception, Rodgers and Rodgers (2004) of Scaffolding

Literacy Instruction, as cited by Abi Abi (2010), state that “all teaching is not

scaffolding, but all scaffolding is teaching.” Hence teachers should then consider

the following principles when thinking about using scaffolding as an instruction.

Scaffolding is informed by careful observation. Observing the needs of the student

helps guide what and when should be taught.

Responding on what someone sees the student are trying to do, if he or she

is struggling with a concept or task, even after such topic has been taught for

several times, then the child still needs support. A students’ ZPD keeps on

changing, there is a need to monitor his or her daily progress.

Putting the right book in the student’s right hand is not always easy to help

him or her pick up the book that is right for his or her level. Teachers choose books

and activities not too easy or too challenging for him or her to experience significant
 10

learning. This means that there are proper guidelines for a teacher to follow in

coaching for the learner.

Wood et al. (1976), as cited by De Pol (2010) in another perception, adopts

the scaffolding metaphor to explain the role that adults can play in joint problem-

solving activities with children. “Borrowed from the field of construction, where a

scaffold is a temporary structure erected to help with the building or modification of

another structure, the use of scaffolding as a metaphor within the domain of

learning refers to the temporary support provided for the completion of a task that

learners otherwise might not be able to complete. This support can be provided in a

variety of manners that for example includes modeling and the posing of questions

for different subjects (e.g., science, social studies) at different ages (de Pol, 2010).”

Stone (1998a), as cited by de Pol (2010), discusses several studies on scaffolding

on teacher–child interactions in which scaffolding is found to be effective. However,

these studies are largely observational (Cazden 1979; Langer and Applebee 1986;

Englert 1992; Fleer 1992).

The last pillar of Peaidian Approach is the Didactic Instruction. What is Didactic

Teaching?

Didactic teaching remains the pedagogical mainstay of many traditional

classrooms and traditional teachers. It is the pedagogy of instruction and immutable

facts, of authority and telling, and of right and wrong answers – it is teacher-centred

and values learners who sit still and listen quietly and attentively, passively

accepting the teacher as the knower and expert, both the source of knowledge and
 11

judge-jury of knowing. Students who succeed in this setting have learned to

memorise and repeat the ‘important points’ of the lesson with little gloss or

interpretation, mimicking the words of the teacher (Cope, Bill, and Mary Kalantiz,

2015).Klette (2007) gives another emphasis about didactic triangle as a relation

between teachers and learners (the who), subject matter (the what) and

instructional methods (the how) point to a long tradition within educational research.

This means to say that there has been a connection among the teacher and the

learners (who), the subject matter (what) and instructional methods (how).

Review of Related Literature

Several studies regarding the said approach are already conducted in all

parts of the world. In fact one study made by Eric L. Robinson (2008), emphasizes

its efficacy into nine Paideian Schools in United States of America follow these

objectives: designing for a school-wide change across at least one entire level of

schooling; improving teaching-and learning in multiple academic subjects;

enhancing learner-centered approach; and enhancing comprehensive criterion. On

which the result gains positive impact in five (5) schools, which are regarded as

variables in the study; are resulted in 80-88% of the students perform above

proficiency across all grade levels and in all years in reading, in Ashvielle Middle

School in the US.

Another study from Billings, et. al (2016) “Dialogic Discussion and Paideia

Seminar,” the teacher-model does not really replicate the full intervention process; it

paves way to more engaging students and that it paves way for transfer of learning
 12

from the more knowledgeable one (the teacher) to the students—intellectual

coaching.

Though, there have been a few studies regarding such relationship however

Peaideian Approach tries to recapitulate such by adding the three (3) pillars for a

better and effective teaching in content subjects more especially in Araling

Panlipunan or Social Studies.

 13

CHAPTER 2

INNOVATION, INTERVENTION, AND STRATEGY

This chapter discusses about the different innovations, interventions, or

strategies that the researchers have made, modified, or benchmarked in the hopes

of addressing the problems that manifested in the school that resulted to the

research.

This page entails the procedure of the approach which that the researchers have

copied and modified made and at the same time a sample lesson plan of the

Paideian Approach for proper understanding of the approach.

Rationale of the Instructional Material

Argao National High School follows rigidly the implemented curriculum being

mandated by the Department of Education (DepEd) to ensure that the Learner

Centered Philosophy is being followed. One of the needs that each learner ought to

have is the 21st century skills. The need of such skills has grown in a significant

manner since it is what the global economy wants. The creation of a curriculum

which would develop, grow, and sustain such skills is badly needed. In our current

educational system there is a new program which the department is rigorously

implementing, and that is K to 12. It is a hybrid educational system which would

nourish and develop the learners the necessary 21 st century skills for them to grow.

However, despite the serious implementation of the department it cannot be helped

that learners do not see the impact that the instution is having.
 14

This is especially true to content-riched subjects like Araling Panlipunan or

Social Studies. This subject focuses more on the past events, persons, and places

which would give impact to the current civilization and the decision which they might

make. Such subject gives not just the necessary 21 st century skills but the holistic

learning which is very vital to the learners as they grow. But the learners find the

subject and its purpose too superficial that they would treat it as a bothersome

subject. Some teachers failed to see how critical the subject is that that they tend to

use repeatitive methods and strategies they thought would help the students to

learn. However, contrary to the expectation of the teachers minimal learning and

appreciation of the subject was being experienced by the learners. As such it

pushed the researcher to conduct a research which will be the aid in teaching

Araling Panlipunan or Social Studies. Paideian Approach with its 3 Pillars namely:

Socratic Seminar; Intellectual Coaching; and Didactic Instructions aid the class to

be active in engaging the topic and at the same time develop critical thinking skills

and sound decision-making which is the main reason why this subject was brought

up. The approach is also flexible and can be used within the procedure which

DepEd has made which is the 4A’s. Below is a sample format of the said approach

that can fit in within the prescribed approach of DepEd and at the same time

modified by the researcher to localize it. The name of the model is Paideian

Approach BUBUTIGA (Buhat Bungkag Tigom Gamit) Model being translated from

4As Model.
 15

(SAMPLE LESSON PLAN)

Instructional Planning: Paideian Approach

I. Learning Nasusuri ang Katangiang Pisikal ng Daigdig

Competencies (AP8HSK-Id-4)
(Good for 2 meetings)
Objectives:
Knowledge Remembering

Understanding Naitatalakay ang Katangiang

Pisikal ng Daigdig
Applying
Analyzing
Evaluating Naipagtatanggol ang pag buo at
pagunlad ng Pisikal na aspeto
ng Daigdigat kung paano ito
Skills nakaapekto sa pamumuhay ng
tao.
Creating Naipapakita ang kahalagahan
ng Katangiang Pisikal ng
Daigdig sa pamamagitanng
pagsagawa ng Promo Ad
Receiving
Phenomena
Responding
Phenomena
Valuing
Attitude Organization
Internalizing Naipapakita ang interes sa
Phenomena pagkatoto ukol sa katangi-ang
Pisikal ng Daigdig sa
pamamagitan ng pagsa-gawa
ng sariling adbokasiya na
ilalagay sa Promo Ad
II. Content Heograpiya ng Daigdig

III. Learning Araling Panlipunan 8 Learner’s Module ISBN Unang

Resources Edisyon; Araling Panlipunan 8 Teacher’s Guide

IV. Procedure
1. Socratic
Seminar Deskripsyon
 16

1.1. Buhat Circle Quiz:

1. Bawat pangkat ay pabubunutin ng isang renolyong
papel kung saan nakasulat doon ang mga tanong ukol
sa (Heograpiya) sa harap habang sa likod ay sagot
(pero hindi ito sagotsa tanong na nakasulat sa harap
kung hindi sagot ito sa tanong mula sa ibang papel).
2. Magsimula ang aktibiti sa guro na siyang magbabasa
sa tanong na nakasulat sa papel na kanyang pinili.
3. Pagkatapos basahin ng guro ang tanong ay bibigyan
ang mag-aaral na nakakuha ng sagot (nakasulat sa
likod ng kanyang papel) ng pagkakataon (3 segundo)
na basahin kaagad ang sagot. Matapos nito ay siya
naman ang babasa ng tanong at at maghintay sa
kung sino ang nakakuha ng papel kung saan
nakasulat doon ang sagot.

4. Gawin ang proseso hanggang sa lahat ng mga mag-

aaral ay nakasagot at nakapagtanong.

5. Ang mga mag-aaral ay merong karagdagang gagawin

kung:
5.1. Sasagot sila kahit na hindi yung sagot ang
nakasulat sa kanyang papel
5.2. Sasagot siya at mali ito
5.3. Naubusan ng oras (ang mga mag-aaral na
nakalabag sa tatlong batas ay siyang sasagot
sa aktbiti susunod).
Halimbawa ng mga sagot:

Mt. Apo Asya Filipino

Pacific Aprika Chinese
Ocean
Kontinente T. Silangag English
Asya

1.2 Bungkag Magtatanong:

1. (Basi sa mga sagot sa pisara) Ano ba ang

Heograpiya?

2. Sa anong paraan nahahati ang pag-aaral ng

Heograpiya?
 17

3. Meron bang impluwensya ang Heograpiya sa

buhay ng tao? Kung meron Paano nakaapekto ang
nasabing mga pag-aaral o aspeto o tema sa mga
tao o sa iyong buhay?

4. Paano maipakikita ang pag-unawa sa kahalagahan

ng mga pamanang ipinagkaloob ng mga sinaunang
kabihasnang nagtagumpay sa hamong dulot ng
kapaligiran nito?

1.3 Tipon: Unlocking of Words:

A. Heograpiya
B. Tema ng Heograpiya
C. Heograpiyang Pantao
D. Heograpiyang Kultural
E. Pisikal na Aspeto ngHeograpiya
F. Pangkat Ethnolinggwistiko
G. Continental Drift Theory

1.4 Gamit: Panuto: Punan ng parirala ang ibinigay na parirala para

makabuo ng isang kompletong diwa.

A. Ang Heograpiya ay___________

B. Importanteng matutunan ng tao ang Pisikal na

aspeto ng Heograpiya sapagkat…

C. Nakaapekto ang Pisikal na Aspeto ng Heograpiya sa

pagkabuo ng Pangkat Etnolinggwistiko dahil…
2 Intellectual Coaching
2.2 Buhat Magsuri sa mapa
2.3 Bungkag: Magtanong:
A. (Magbalik sa sagot sa Circle Quiz):
Ayon sa iyong mga sagot na nasa pisara ang
daigdig ba ay buo o watak-watak?
B. Kalat-kalat man ang mga kontinente sa mundo,
maaari bang mabuo ang sangkatauhan dito?
Patunayan ang sagot.
C. Sa lahat ng tao sa mundo sa loob ng mahabang
panahon may mga nangungunang pangkat ayon
sa wika—halimbawa wikang Ingles. Naniniwala
 18

ba kayo na maaaring ang wikang Mandarin ang

siyang papantay o hihigit pa sa dominanteng
wika ngayon na Ingles sa larangan ng
Komunikasyon? Bakit?
D. Saang pangkat ang Filipino nabibilang? Paano
ito nagsimula?
2.4 Tipon: Isulat sa pisara ang mga sagot gamit ang Concept Map
at magkaroon ng lecturette ukol sa Pisikal na aspeto ng
Heograpiya at kung paano ang nasabing aspeto
nakaapekto sa pagkakaroon ng maraming kultura ng
isang bansa, wika, pati na ang iba’t-ibang pangkat-
etnolinggwistiko at paraan para maging isa ang
nasabing mga pangkat.

HEOGRAPIYA

PISIKAL NA Kultural na
ASPETO heograpiya

Wika pangkat
 19

2.5 Gamit Activity: Accept/Reject:

Pangkatang Gawain:
Hatiin ang klase sa 5 pangkat.
Panuto: Magprepresenta ang guro ng scenario at ang
bawat pangkat ay magbibigay ng kani-kanilang
pananaw kung accepted ba o rejected ang ideya at
ipaliwanag ito. (numbered heads ang pagpili ng
representative na sasagot).
1. 10 taon mula ngayon ay merong guguhong likas
na yaman at mabubuong likas na yaman dahil sa
climate change.
2. Lahat ng tao sa mundo ay magkakaugnay.
3. Magtatagumpay lamang ang kilosan o samahan
ng mga mamamayan sa mundo kung ito ay
naaayon sa ideolohiyang demokratiko.

3.Didactic
Instruction
3.1 Buhat 1. Magpresenta ng larawan (ukol sa mga epekto ng
iba’t-ibang pisikal na aspeto ng Heograpiya).
1.1. 5 tema ng Heograpiya:
1.1.1. Lokasyon
1.1.2. Lugar
1.1.3. Rehiyon
1.1.4. Interaksyon ng tao sa kapaligiran
1.1.5. Paggalaw
2. Suriin ang mapa

3.2 Bungkag (Group)

1. Hatiin ang klase sa 5 pangkat.

2. Bawat pangkat ay bibigyan ng 6 na minuto para
magbigay ng 6 na ideya ukol sa mga nasabing
mga tanong.
2.1. Bakit magkakaugnay ang limang tema ng
Heograpiya sa pag-aaral ng katangiang
pisikal ng daigdig?
2.2. Paano nakatulong ang pagkakaroon ng 5
tema ng Heograpiya sa pagunawa sa iyong
bansa?
3. Ipapresenta ito sa klase
3.3 Tipon 1. Magkaroon ng lecturette gamit ang concept map
ukol sa nasabing tema.
 20

5 tema Halimbawa at keyword

Lokasyon
Lugar
Interaksyon ng to sa
kapaligiran
Rehiyon
Paggalaw
3.4 Gamit pumili ng isang bansa na bibigyang pansin ng inyong
kapangkat. Suriin ang kalagayang heograpikong
napiling bansa katulad ng mga kongkretong
halimbawang naayon sa limang tema ng heograpiya.
Gamitin ang Flower Chart sa pagsagot sa gawain.

Bansang
napili

Assignment 1. Gumawa ng isang Promo Add nagpapakita

tungkol sa kagandahan ng Pisikal na Anyo ng
Mundo, Pagkakaiba ng Kultura, at kaugnayan
ng Lahat.

Criteria Iskor

Relevance 20

Novelty 15

Visual Impact 10

Timeliness 5

Marka 50
 21

CHAPTER 3

ACTION RESEARCH QUESTION:

This study assessed the effectiveness of Paideian Approach in Teaching

Araling Panlipunan 8.The following questions was asked:

1. What is the Pre-Post test scores of the Students before and after using

Paidiean Approach in Araling Panlipunan 8?

2. Is there a significant difference between the mean score before and after

the teaching using of Paideian Approach in Araling Panlipunan 8? and

3. What are the learning experiences of the students who are exposed to

Paideian Approach?

Statement of Null Hypothesis

1. There is no significant difference between the mean score before and

after the using of Paideian Approach in Araling Panlipunan 8.

 22

CHAPTER 4

ACTION RESEARCH METHOD

Research Design

The study used a one-shot experimental research design in assessing the

efficacy of the Paideian approach in teaching Araling Panlipunan 8. In terms of the

respondents of the study, a purposive sampling of one class was used, since

according to Crossman (2017) the respondents (being students coming from the

first section), not only allows the determining of academic performance; but also

generalizes the efficacy of the strategy since it is more on the conceptual saturation.

This meant to say that since the respondents represented the first section who

characterized for having a prior background on critical thinking the study does not

have a problem in developing their critical thinking using this approach compared to

other sections which have little experience in terms of critical thinking, thus, easy

collection of data to determine the efficacy of the said approach is never a problem.

The study incorporated the insights of students after each topic had been discussed

using Paideian Approach in teaching to assess how they felt upon learning the topic

using the said approach; since reflective assessment had a connection to the

learner’s academic achievement (Lew and Schmidt, 2011). In assessing the

learning experiences or insights of the learners, the study utilized a checklist for

them to answer it.

 23

Research Environment

The study was conducted in Argao National High School, a leading public

secondary school located at the heart of Barangay Canbanua, in the municipality of

Argao. The school is located 10 meters away from the national road with an area of

1.7 sq. km with 42 classroom buildings-(ten of which from Grade 8). It catered a

population of 2,680 high school students, coming from both Junior and Senior High

School. The studentscame from the barangay of the towns of Argao both and other

neighbouring municipalities. Out of that population the study focused on Grade 8

Araling Panlipunan 8.

Research Respondents

The researcher conducted the study using the purposive sampling. This

meant that a good judgment was used in the selection of the respondents, the

students in Grade 8 Section Libra. This section was regarded as the first section.

The researcher chose them to assess the full extent of the approach being

experimented for the two-whole grading or quarter.

Research Procedure

The study asked for the approval of the Principal of Argao National High

School, (see appendix A). With the approval a letter of informed assent to the

parents was sought to inform them about the conduct of the study, and this was

done during the orientation, when they were invited. After the orientation of the
 24

parents, the study proceeded by letting the respondents take the Pre-Test (see

Appendix C) in which questions are being categorized based on Bloom’s Multiple

Intelligence Revise (see Appendix D) and was validated by experts. Thereafter,

Paideian Approach in teaching was used for the first two quarters. The study also

made use of research made checklist validated by the experts. After the given time,

the validation on the efficacy of the experimented approach was followed up by

means of a post-test (see Appendix E) in which questions were also categorized

based on Bloom’s Multiple Intellegence revised (see Appendix D). Once the post-

test had been recorded, the validation on the academic performance was made

through the set of statistical treatment T-Test (since the respondent’s population

size was only 40). On the other hand respondents’ learning experiences were

measured by means of simple mean-percentage.

Research Instrument

To determine the student’s academic performance the study utilized the

validated questions coming from the respondent’s TG to serve as pre-post test

given to them before and after the utilization of the said approach. A Table of

Specifications was made as basis of the construction of Multiple Choice suited for

Bloom’s levels of thinking skills vis-à-vis the Paideian skills. Aside from that, the

study also made use of using reflective questionnaires for the respondents to

identify if there has been a change in their attitude towards Araling Panlipunan

during and after the use of Paideian Approach of teaching.

 25

Statistical Treatment

1. To determine the mean gain of the students in Araling Panlipunan 8

performance from the pre-test to the post-test of the subjects, the Z-test of

the pre-post mean gain was used using this formula:

WHERE:

Zi= x-test value

xi= mean of the difference

x= Sample mean

s= sample of standard deviation

2. Aside from the Z test the researcher would also use the T test of mean

difference to determine if there has been a significant difference of the

students’ academic performance before and after using Paideian Approach.

 26

CHAPTER 5

DISCUSSION OF RESULTS AND REFLECTION

This chapter discusses and interprets the respondents’ level of critical

thinking, academic performance or learning experiences of the respondents after

the exposure of the approach, their significant improvements from the pre-test to

post test, as well as their affective dimensions being developed after the exposure

of the said approach in teaching “Araling Panlipunan 8: Kasaysayan ng Daigdig”

based on the findings of the study. The data were gathered from various

instruments used in this research. The analysis of data is carried out in two phases:

The first of which is based on the result of the pre-post-test which is treated using

the t-test while the second one is on the questionnaires being answered by the

respondents with regards to the feelings they have experienced during the period

when the study was conducted.

The respondents were tested on their academic performances before and

after using Paideian Approach in teaching Araling Panlipunan 8. Table 1 presents

the general pre-test/post-test results of the repondents’ academic performance in

Araling Panlipunan.
 27

Discussion of Results

Table 1

Students’Performance in Social Studies Before and After the Utilization of the

Paideian Approach

Standard
Variable N Mean Deviation Description Rank

Pre 40 24.000 4.261 Satisfactory 2

Post 40 43.375 1.970 Outstanding 1

Total 40 33.6875 9.6875 Very 3

Satisfactory

Legend: 50 - 40 - Outstanding
39 - 30 - Very Satisfactory
29 - 20 - Satisfactory
19 - 10 - Needs Improvement
9- 0 - Poor

The results show that before introducing the approach, the respondents were

reluctant to critical thinking and thought-provoking questions. They had difficulty in

assessing activities which would trigger cooperative approach. Furthermore, as

indicated in some data they themselves often embraced to teacher-based transfer

of learning with facts and lower-order thinking skills as means of learning. Flavell, as

cited by Matt Bower (2017), said that “Lower Order Thinking Skills is the pre-

requisite of Thinking of Thinking or Higher Order Thinking Skills.” Elder (2007),

further, explained that the “Socratic method which utilizes thought-provoking

questions bring about logical equivalent of the inner critical voice which the mind
 28

develops when developing critical thinking ability.” Furthermore, Bailey (2012) also

adds that through Socratic method of questioning, students begin to learn through

sharing their observations and opinions. Also, Paul and Elder (2007) state that

Critical thinking does not develop spontaneously, it must be well planned and well-

structured thus the subjects need constant exposure to activities that stimulate the

improvement of their critical thinking and learning skills. These activities can be well

organized with the use of thought-provoking questions based on the Paideian

Approach.

After constant and spontaneous employment of Paideian Approach to the

Grade 8 for the first two quarters, there have been significant changes in their

academic performance in Araling Panlipunan 8.

It can be gleaned from the data about the academic performance of the forty

(40) Grade 8 students before and after using the said approach that there has been

a significant change of scores. As shown in Table 1, there was a clear discrepancy

of the test results mean before and after using the said approach. Furthermore,

such changes have been made even clearer when the two means were compared

which resulted in the mean difference or the totality of difference. The totality of

difference prior and after the use of the Paideian Approach was clear and was in

congruence with what Billings, et. al (2016) pointed out that though the teacher-

model did not really replicate the full intervention process, it paved way to more

student-engagement activity with the guidance of the teacher, serving as the

facilitator. Bailey (2012), further, states that a main cornerstone of Paidea calls only
 29

teacher’s expertise to up to 10% of the learning; while, the remaining ought to be

the students themselves. The study further discloses that “teacher-model” process

in the classroom simply leads students to acquisition of Higher Order thinking skills

which is a big challenge for all teachers in the 21st century.

This was even evident during the abstraction part wherein the researcher

would usually insert the Pillar known as Didactic Instruction and found out that

majority of the respondents would actively express their learning and opinions

based on their perception to make a sound summarization of their learning.

Furthermore it was also noticed that during this time wherein the teacher would

guide the students into making the general concept map that the respondents would

give their own interpretation of the topic, thus aid in making a sound generalization.

In one of the topic for example which talks about Sparta and Athens the teacher

differentiated the form of government as well as the leader that each city states had

experienced. During the Abstraction and Application the researcher put a question

“Para sa iyo, ano ang isang ideyal na lider?” (For you, what is an ideal leader?) a

Student raised his hand and said “Ang gusto kung lider ay yong matapang at

merong paninindigan dahil sa gusto kung kahit na meron tayong demokrasya ay

dapat hindi natin to dapat aabusuhin at ang lider lamang na merong matapang na

paninindigan ang makakagawa noon.” (The type of leader that I want is a leader

who is brave and has a strong will, because even if we are in a democratic country

we shouldn’t abuse our rights. And the leader who has such traits can do such feat.)

Another respondent raised her hand whom was believed to be quiet and shy and

expressed her sentiments to the question by saying “Ang gusto kung lider ay ang
 30

lider na kagaya ng namumuno sa Athens na nagpapahalaga ng Demokrasya at

Karapatan ng tao…” (The type of leader that I want is a leader who is liken to that of

the Athenian leaders who gave importance to Democracy and the rights of the

people.)

Another factor which would support such tremendous leap from satisfactory

output to having outstanding output was the fact that mostly of the activities being

given in the Paideian Approach revolves on group activities. It was observed that

during the part where the teacher would guide the respondents into doing

intellectual coaching, it was the time that the respondents would express their ideas

freely. Assertion and intellectual challenge was also seen during the said activity.

“This might be because of the fact that the said approach empowered the

respondents into having an Egalitarian Principle or a state wherein the respondents

see themselves as equal, thus they feel secured in sharing their ideas with less

intimidation and worries of committing mistake (Ejieh, 2004).” This was especially

true in the situations like when the respondents were given a task to discuss among

themselves the topic “Pinanggalingan ng Tao” (Origin of Man) and each is

determined to have their opinion before doing the 4-wall discussion. Students from

the religious group and scientific group made each points regarding the origin of

man. Respondent A from the religious group even stated that “Kailangan nating

pagbigyan ng diin ang nakasulat sa banal na aklat dahil lahat ng mga pangyayaring

naitala noon ay naihayag ng bibliya. At dahil dito maaaring totoo ang konseptong

ang tao ay ginawa basi sa mukha ng Diyos.” (We need to give importance to what is
 31

written in the holy bible because everything that happened is written in it. With this,

the belief that Man was made by God might be true.)

In the ordinary setting it was observed that only a few of the respondents

would indulge in academic talks. The respondents would only focus more on

answering pencil paper tests however with the Paideian Approach there has been

indeed an increase of academic challenge due to the increase of brain stimulation

and questions which triggered active learners. As Jensen (2008) said that brain-

based learning is learning aligned with how brains naturally learn, it is learning with

the brain in mind, and through the nature of Paideian Approach which is stimulation

of brain through learner-centered activities made learning easy and natural, thus

manifesting such quite leap from students’ performance.

According to Lutz (2003), “The degree of the information being elaborated

affects how the information being learned.” In this case the study found out that

through the use of the Paideian Approach, there is a higher retention rate being

transferred and is being learned efficiently and effectively by answering the probing

questions; as they exhibit higher scores during their post-test. Increase

familiarization of terms as well as Lower Order Thinking Skills (LOTS) is also being

highlighted as students showcase mastery on both Lower Order Thinking Skills and

Higher Order Thinking Skills (HOTS) every time the use of probing type of

questions. Bloom and Anderson, as cited by Susan Brookhart (2010), imply that one

cannot develop Higher Order Thinking Skills without a strong foundation of

knowledge. The introduction of Lower Order Thinking Skills and transcending it to

 32

Higher Order Thinking skills is then significant. Because of such development of

skills Bailin (2002) continues to emphasize that “a learner also might develop

creativity.” “Lai (2011) even argues that though critical thinking and creativeness are

different they are part of one concept. Bailin (2002), further, argues that a certain

amount of creativity and critical thinking are aspects of good and purposeful

thinking. “Critical thinking without creativity reduces to mere scepticism and

negativity, and creativity without critical thought reduces to mere novelty” (Bailin

2002). Paul and Elder (2006) point out that, in practice, the two concepts are

inextricably linked and developed in parallel. This is evident in the application part of

the topic the civilization Greece wherein the teacher inserted the pillar Didactic

Instruction by means of capsulizing the contribution of Greece by making a modified

collage and choosing a representative in each groups through numbered heads.

Each representative would explain their work and its relation to the essence of

Greece to the current civilization. Being able to master the facts, each group was

able to present their own outputs at a short time with symbolism as a form of

creativity while they express their ideas base on analysis and critical thinking on the

relevance of the symbol to that of the topic. The teacher quotes one of the

representative’s answer “Para sa amin ang Greece bilang isang klasikal na

sibilisasyon ay parang isang ugat sapagkat sila ang nagsilbing pondasyon ng

kasalukuyang sibilisasyon. “Lahat ng kanilang impluwensya ay ginagamit pa rin

hanggang sa ngayon, at kagaya ng ugat na nagpapatindig sa halaman para

mabuhay ang impluwensya ng Greece ang nagsilbing ugat na nagpatindig sa

kasalukuyang sibilisasyon, at kung wala ito ay baka iba ang kinagisnan nating
 33

sibilisasyon ngayon.” (For us Greece as a classical civilization is liken to that of a

root of a tree since Greek civilization served as the foundation of the present

civilization. All of their influences are still being practiced today. And like the roots

that supported the plants for it to survive, without the Greek civilization we could

have a culture different from what we have at present.) Another answer from the

group 2 was being quoted by the teacher wherein: “Para sa amin ang Gresya ay

parang hagdanang pataas sapagkat kagaya ng hagdanang papunta sa itaas ang

Gresya ang nagsilbing hagdanan upang makamit natin ang teknolohiya, kultura, at

edukasyon na ating nararanasan ngayon.” (For us Greece is like an ascending

ladder that leads to the technology, culture, and education that we are into the

present.) As seen in the previous examples, it revealed the development of

creativity and critical thinking of each students as the teacher mainly facilitates the

class by means of gathering their data and ideas.

The contribution of Paideian Approach then entails the efficacy of the transfer

of such solid foundation of knowledge which in turn also aids in the development of

critical thinking skills with teacher as a facilitator.

Table 2

T-Test Result to the Students before and After taking the Paideian Approach

Variable Mean T-Value P Value Description

Pre Test 24.000 17.37 0.000 Significant

Post Test 41.400

Total 17.4000
 34

To further asses the effectiveness of the Paideian Approach, the T-Test was also

used as a statistical treatment, as seen in Table 2. To see if there was a significant

difference between the pre-post-test scores mean of the respondents before and

after using the Paideian Approach. The result discloses that it clearly indicates that

there has been a significant difference between the pre-post-test scores mean of

the students before and after using the Paideian Approach. The respondents were

observed to answer thought-provoking questions such as analysing, assessing, and

evaluating. Such observation can be seen when the teacher posted the question

after discussing the topic “Mga Sinaunang Sibilisasyon” Silangang Asya-China”

wherein the teacher asked a devil-advocate question “Kung ikaw si Shih Huang Ti

at alam mo na maraming mamamatay na tao sa gagawin mong hakbang na

pagisahin ang Great Wall of China, gagawin mo pa rin ba ang nasabing hakbang?

Ipaliwanag.” (If you are Shih Huang Ti would you still unite The Great Walls of

China despite knowing that by doing so many people might die? Explain your

answer.) Here the researcher found out that there had been many responses to the

question such as: “Oo, sapagkat ang kapalit naman ng nasabing sakripisyo ay ang

pagiging maginhawa ng buhay ng karamihan dahil ligtas sila sa mga dayuhan at

mananakop.” (Yes, because the rewards of such sacrifices is the safety of the

Chinese people against the invaders.) While another student answered “Hindi, dahil

maraming pinsala ang dulot nito at bilang isang lider mag-iisip muna ako ng ibang

alternatibo para hindi madaling masakop ang bansa, marami namang ibang gamit

ang aking magagawa wag lang isakripisyo ang lahat ng tao sa bagay na walang

kasiguraduhang magtatagal.” (No, because the move is costly and if I were to be

 35

the leader I would think of alternatives of enhancing defense rather than a decision

which would not only cause many sacrifices but the goal of being safe is uncertain.)

Moreover, they learned to analyse the questions by means of scaffolding in group

activities. They were also given opportunities to freely express their own ideas

which led to the formulation of unified ideas using concept maps and other graphic

organizers. These instances can be seen everytime they are given opportunity to

group. The researcher can observe that there has been academic sharing of

thoughts among the respondents which would lead to assertion of and among

ideas. This is in consonance with Vygotsky in Kendra (2016), “learner’s

development appears twice: on a social level and the individual level.” Thus,

fostering the fact that learners learned best when being guided by teachers using

guided questions and with that questions learners themselves could create one’s

own concepts and reasons. Hesson and Shad (2007) in Ganyaupfu (2013) even

added that student-centered approaches tend to promote interest, analytical

research, critical thinking, and enjoyment among students. Facione (2011) added

that “by introducing critical thinking people make good decisions for their own future

thus contributing to the society instead of being a burden.” It is then noted that when

respondents are engaged not only to the teacher but also to the other members of

the class or groupmates in answering guided questions they become not just more

active as required; but reliable to others as well. An example of such was when the

researcher before guiding the respondents to the topic about Civilization of Rome,

Para sa iyo ano ang isang ideyal na lider? (For you, what is an ideal leader?)

Gaano kahalaga ang lider sa paglakas at pagkasira ng isang sibilisasyon? ( How

 36

important is a leader in the development and destruction of a civilization?) Each

were given 3 minutes to think-pair-share their outputs and afterwhich post their

answers. Some answers were then presented to the class. After the discussion the

same questions were asked and after which realization and improved answer were

being shared to the class.

Learning Experiences of the Students Before-After Experiencing

Paideian Approach

This section tells the learning experiences (affective) among the respondents

as they undertake the Paideian Approach that is implemented for a span of two

quarters. These are self-awareness, or knowing one’s emotion, self-motivation, self-

regulation, empathy, or recognizing and understanding other’s empathy, and social

skills or managing relationships as specified by Goleman’s (1995) Emotional

Intelligence Competence as adopted by Anasco (2013).

 37

Table 3

Learning Experiences of Students Using the Paideian Approach in Social

Studies Teaching

Affective Standard
Domain N Mean Deviation Description

Self- 40 3.4500 0.5038 Strongly Agree

Regulation

Empathy 40 3.5250 0.5057 Strongly Agree

Self- 40 3.4500 0.5038 Strongly Agree

Motivation
Self- 40 3.4000 0.4961 Strongly Agree
Awareness
Social 40 3.2250 0.5305 Somewhat
Control Agree

Legend: 4.00 - 3.26 - Strongly Agree

3.25 - 2.51 - Somewhat Agree
2.50 - 1.26 - Somewhat Disagree
1.25 - 1.00 - Strongly Disagree

The results of the study in Table 3 revealed that the respondents agreed on

the implementation of the Paideian Approach in teaching Araling Panlipunan 8. This

meant that the emotional intelligence/affective domain place a significant partfor

them to have a memorable learning experience. Furthermore, it is commonly

assumed that to have a memorable learning experience the students have to feel

good among themselves or have self-esteem and that an emotional intelligent

person is capable to learn despite having negative feelings deep inside, thus able to

manage and develop his skills (Anasco, 2013).

 38

As defined by Wseare (2004) in Anasco (2013), “Emotional Intelligence is the

ability to understand ourselves and other people and in particular be aware of such

understanding and the use of information about the emotional states of ourselves

and others with competence.” This includes the ability to understand, express, and

manage our own emotions and respond to the emotions of others in ways that are

helpful to us and others. In addition, the researcher has found out that with Paideian

Approach there has been a change on the emotional intelligence of the

respondents. It has been noted that since the introduction and the using of the said

approach in the teaching of the subjects, more and more of the subjects tend to

assert and express their emotions through ideas base on oral recitation and

opinionated answers.

As gleaned on the data, it was observed that there’s a manifestation of

respondents’ eagerness and motivation. As seen in the table, the respondents were

both intrinsically and extrinsically motivated to study more since they were allowed

to address their own answers freely in the activities provided. Activities such as

individual reflective questions wherein before going to the main topic queries were

given to the students for them to reflect, answer, and share such as “Paano mo

maipakikita ang pag-unawa sa kahalagahan ng mga pamanang ipinagkaloob ng

mga sinaunang kabihasnang nagtagumpay sa hamong dulot ng kapaligiran nito?”

(In what way can you show your understanding to the importance of the legacy

being given by the ancient civilization that succeeded because of the environment?)

in the topic “Pisikal na aspeto ng Heograpiya” (Physical aspect of Geography).

After the time allotted for answering and sharing they were tasked to do different
 39

activities which would let them be engage and at the same time let them reflect on

the question. Once the tasks were finished the same preliminary question was given

and this time they are tasked to once again reflect and make some corrections if

they had made any realization on the question. In this way the respondents feel that

there is no wrong answer, they only need to share what they thought about the topic

and later realized the impact of such question thus enabling them to be more

motivated and be inspired to study.

Moreover, it was observed that there was a clear manifestation of the

respondents’ realization and recognition of true events and its importance by

evaluating critically the author’s context. With the mean reflected in the newspaper

clips topics “Mga Pisikal na Aspeto ng Daigdig,” wherein they were given time to

critique and give their own opinions,” to the articles they have just read and realized

to the topics during the integrative questions.

Furthermore, the study also observed that the respondents tend

to be more cooperative in sharing their ideas and are more cooperative in the oral

participation in the class. Talks regarding leaderships in Ancient Greece such as

“Ano ang ideyal na lider para sa iyo?” their parallelism to that of the present leaders

in the country as well as their concept and opinion regarding the statement ‘The

Glory that was Greece and the Grandeur that was Rome” were some examples of a

manifestation of such wherein the subjects were seen as participative to answer

and share their ideas to the class. Assertion of ideas were clearly manifested in the

topics especially involving topics which can be related in the current world such as

the topic “Limang Siglong Imperyo ng Sinaunang Rome” wherein they gave
 40

emphasis on the qualities of each leaders and how each qualities brought

development or chaos to the Roman Empire and how each talked in parallel to the

qualities of the ideal leader which each current public servant must either possess

or must not have.

The study also showed a manifestation of development of confidence (both)

in individual and in group participation, as seen in group activities like in the use of

numbered heads. With such way and approach the respondents tend to bond with

one another and tried to explain that each had to achieve a higher output scores. As

such, it also triggered confidence in oneself and among one another as part of the

group.

Lastly, is the study which can be gleaned that Paideian approach allowed the

teacher to share ideas freely and openly to them, in group activities where every

member is expected to actively participate. Though in some accounts made by

some respondents, they tended to take note that only faster hands tended to be

acknowledged more in participating in oral presentations.

All in all, the respondents were more eager to learn and had become more

engaged with their group activities. Some of them have become more open and

more creative in sharing their ideas to the group; they were not afraid of being

corrected when they made a mistake. Although, there had been small accounts that

some of them tend to be more aggressive than with others in raising questions and

answers in some group activities iniatied.

 41

In a nutshell, there had been a clear response and belief that there was

indeed significance pertaining to the development of emotional intelligence among

the students in the success of development of not just the academic performance

among the respondents, but all in all the advancement and development of

memorable learning experiences. As mentioned by Jerome Bruner and other

educational psychologists who elaborated Vygotsky’s theory, “scaffolding entailed

that the social environment offers supports for learning and gradually withdrawn as

it is internalized.” This denoted that knowledge of other models (such as teachers)

gave the learners a support to attain skills slowly but surely and then a shift of one’s

responsibility took place afterwards (Encyclopedia, 2009 in Abi Abi 2010).

Reflection

FINDINGS

The pre-test results indicated “Satisfactory” category. This meant that

majority had observed passing grades the scores have been lower than the

expected 80% of the desired goal hence the hypothesis of no significant difference

between the hypothetical mean and the actual mean was accepted.

This was attributed to the fact that topics which were taken in the pre-test

were new and unfamiliar to the respondents.

The post-test results indicated “Outstanding” category revealed that in terms

of the performance level of the students there was indeed improvement on the

topics for the two-grading periods after using the Paideian Approach of Teaching.
 42

The data also revealed that there was a significant difference of the

Academic Performance of the subjects before and after the use of the said

approach which was validated through the T-Test as opposed to the Statement of

Null Hypothesis.

The implementation of the Paideian Approach with the researcher taking into

consideration what topics are before choosing a pillar which he would give more

time during his class proved a success since it created optimal learning to the

respondents.

Lastly, it was gleaned from the result that there was a positive learning

experience being manifested by the learners towards Araling Panlipunan after the

researcher use Paideia Approach of Teaching.

CONCLUSIONS

The use of Paidiean Approach in teaching Araling Panlipunan 8 or Social

Studies 8 was effective in transmitting memorable learning experiences to the

learners both in the cognitive and affective domain. This showed that the said

approach could enhance knowledge especially critical thinking skills of the learners

in Araling Panlipunan 8 students enabling them to actively engage in group

activities and oral presentation while further enhancing their own learning. This was

in congruence to the theory of Lev Vygotsky’s Socio-Cultural Theory and

Scaffolding which entailed learner’s development appeared on Social level and

afterwards was strengthened in the individual level. Finally,with the Paidiean

 43

approach being successful in transmitting information and learning experiences of

the students, this further cultivated the theory of Process Information Theory which

stated that instead of merely being motivated with the stimuli thorough process

information through guided questions.

RECOMMENDATION

Based on the following findings of the study and conclusions the following

recommendations are suggested:

Continuous questioning and probing of questions in AP classes maybe

encouraged. Aside from that close monitoring and facilitating of the classes when

doing the activity to avoid too much assertion on ideas among the group and among

the class may be done. Teachers may be be given training on how to use critical

thinking and probing questions to further ignite the stuents’ interest to learn.

Furthermore, they may be given proper training and seminar regarding facilitating.

Lastly is to propose that Paidean approach be taught in the classroom.

Further Recommendations

The following topics are recommended for further investigation:

1. A Comparative Study on the Use of Conventional Lecture and Paideian

Approach in Teaching Araling Panlipunan 8;

2. Teacher’s Critical Thinking Competencies and Academic Success;

 44

3. The Critical Thinking Competency Level of Students after the Impementation

of the Paideian Approach Lesson Plan;

4. Effectiveness of Paideian Approach in Teaching Social Studies 8 in Argao

Secondary Schools and

5. A Comparative Studies On the Three Pillars of Paideian Approach With

Emphasis on the Localized Versions of “Buhat,” “Bungkag,” “Tipon,” and

“Gamit.”
 CHAPTER 6

ACTION PLAN

Objectives Strategies Time Resources Expected Remarks

Frame Involved Outcome
Action Research:
1. Identify the learning strategies of 1. Pre-Test based on June 5, Own funds 1. Identified the learning ACCOMPLIS
the selected Grade 8 students in validated 2017 experiences of Grade HED
Araling Panlipunan 8 questionnaires taken 8 students in Araling
from Teacher’s Panlipunan
Guide in Araling
Panlipunan 8

2. Acceptance of the
letter and positive
2. Implement an Action Research 2. LAC session of the June 9, outcome of the
that would serve as a faster way other teachers who 2017- Own funds proposal ACCOMPLIS
HED
to have a memorable learning are also being
experience of the students in addressed to such
Argao National High School in concern June 10
Araling Panlipunan 8 to First
3. Propose an action Week 3. Implement Paideian
research to the of Own funds/Grant Approach in Araling
School August Panlipunan 8
Administrator. 2017 ACCOMPLIS
Afterwards pass it to HED
the Division and
Region for
acceptance. 6
months
4. Use LAC Sessions (First- Own funds/Grant
 46

46
for the creation of LP Second
Paideian Approach Quarter ACCOMPLIS
) HED

During
the 6
months
5. Frequent of using Own funds/Grant
Feedbacking the said 4. Improve the instruction
Regarding the approa of Paideian Approach
Approach to the ch ACCOMPLIS
learning experiences HED
of the respondents 3rd
Grading

6. Discuss the result of

the approach in the Own funds/Grant
final session of LAC
 CHAPTER 7

REFERENCES

BOOKS

Carol Benton (2014). Developmental Model of Critical Thinking. R&L Education,

2014. ISBN 1475805136,9781475805130.

Kagawaran ng edukasyon (2014). Kasaysayan ng Daigdig-Modyul para sa mga

Mag-aaral. Unang Edisyon, 2014. ISBN:978-971-9601-67-8.

Kagawaran ng edukasyon (2014).Kasaysayan ng Daigdig-Teacher’s Guide. Unang

Edisyon, 2014. ISBN:978-971-9601-67-8.

Sandra L. Love (2008). Developing Students as Critical Thinkers Stenhouse

Publishers, 2011. ISBN 157110884X, 9781571108845.

Judith L. Irvin et al (2007). Taking Action on Adolescent Literacy. Association for

Supervision and Curriculum Development. 1703 N. Beaureugurd. Alexandria.
VA22311-1714 USA.

Paul Richard & Elder Linda (2007). Critical Thinking: The Art of Socratic
Questioning. Foundation for Critical Thinking, 2006.ISBN 0944583318,
9780944583319.

JT Dillion (2004):Questioning and Teaching: A Manual of Practice. Wipf and Stock

Publishers 199 West Avenue.Eugene OR 97401.

Christopher Cushion et al (2003). Coach Education and Continuing Professional

Development: Experience and Learning to Coach. Routledge, 2013. ISBN
1136477721, 9781136477720.

JOURNALS:

Lee Wai Yee (2016). Peer Coaching for Improvement of Teaching and Learning.
Journal of Interdisciplinary Research in Education (JIRE) ISSN 2232-0180 Vol.
6, Issue 1, 2016, pp. 64-70.

Bernd Renner (2015). Peer Coaching as an Alternative to Professional

Development of Teachers: A Promising Option? Revista Desempenho, n.23,
v.1, 2015. ISSN: 1677-9797.
 48

Jean Cote and Gilbert Wade (2009). An Integrative Definition of Coaching and
Effectiveness and Expertise. International Journal of Sports Science &
Coaching Volume 4 · Number 3 · 2009School of Kinesiology and Health
Studies, Queen’s University, 69 Union Street, Kingston ON, Canada K7L
3N6 E-mail: jc46@queensu.ca 2California State University, Fresno, USA.

Peter Facione (2011). Critical Thinking: What it is and Why it counts. California
Academic Press LLC, 2006. ISBN 1891557076, 9781891557071.

NON-PUBLISHED PAPERS:

Lori Ilene Tenser (2015). Stepping of the Conveyor Belt: Gap Year Effects on the
First Year College Experience. Boston College Electronic Thesis or
Dissertation, 2015. Boston College University. Boston. USA.
https://dlib.bc.edu/islandora/object/bcir:104364/datastream/PDF/view

Elena Anunciado Anasco (2014). The Adjunct Model in Teaching Critical Thinking.
Cebu Normal University. Cebu City.

Christopher Cushion et al (2010). Coach Learning and Development: A Review of

Literature. United Kingdom Sports Coach. United Kingdom.

Ophella Fabellar (2006). Instructional Intervention in Developing Social Studies

Skills; A Constructivist Approach. Cebu Normal University. Cebu City

Erol Basar (2005). Memory as the “Whole Brain Work” A Large Scale model based
on “oscillations and super-synergy. Istanbul Kultur University. Istanbul Turkey

Visminda Custodio (2000). Teaching Styles of Social Science Faculty and Their
Student’s Learning Style. Cebu Normal University. Cebu City

Reynaldo B. Inocian (1999). The Effects of Self-Learning Activities in World History

Instruction: A Quasi-Experimental Study. Cebu Normal University. Cebu City.

Online Sources

Bailin, S. et.al. (1999). Common Misconceptions og Critical Thinking.

Journal of Curriculum Studies. ERIC Database. www.middlesex.man.edu.

Beyer, B. (2008).How to Teach Thinking Skills in Social Studies and

Histories.www.scribd.com.
 49

Elder, L. (1996).Emotional Intelligence and Critical Thinking. Inquiry: Critical

Thinking Across Disciplines.www.criticalthinking.org.

Elder, L. (2007). Critical Thinking: Where to Begin. The Critical Thinking

Community.www.criticalthinking.org.

Goleman, D. (1995). Emotional Intelligence.www.danielgoleman.info.

Hayes K. and Devitt A. (2008) Classroom Discussions with Student-led Feedback:

An Activity to enhance Development of Critical Thinking Skills. Journal of
Food Science Education. www.onlinelibrary.wiley.com.

Hillis, L. (2001). Developing Emotional Intelligence: Leadership at All

Levels.www.banffledership.com.

Kratwohl, D (2002). A Revision of Bloom’s Taxonomy: An Overview. Ohio

University, College of Education.Proquest Education Journal.
www.proquest.com.

Salovey and Meyer (1995). Emotional Intelligence. The Psychology of Journal

Education. www.mindfulconstruct.com.

Stedman and Anderson. (2007). Identification of Relationship Between Emotional

Intelligence Skill and Critical Thinking Disposition in Undergraduate
Leadership. Journal of Leadership Education. www.leadershipeducator.org.

https://www.huffingtonpost.com/2012/03/26/paideia-method-socratic-1380973.html

Tawana Bandy et al (2008): The Role of Frontline Staff in the Implementation of

Evidence-Based Programs Report I.
https://www.childtrends.org/wp-content/uploads/2014/07/2008-
44FrontlineStaffRpts1and2.pdf
 50

CHAPTER 8

FINANCIAL REPORT

Materials Used Prices

Teaching Materials 4,274.5
1. Long Bondpaper
2. Short Bondpaper
3. A4
4. Scissor (5 pcs)
5. Manila paper
6. Colored paperor cartolina
7. 1 box of chalk
8. Scotch tape
9. Packaging tape
10. Sticky notes
11. 1 pack index card
photocopy 120.00
Tarpaulin for world map 120.00
Computer ink 740.00
5.) 6 pcs Research Book bind copies (50/book bind) 300.00
6.) Lunch (50.00 X3 persons X 22 days X 6 months) 19,800.00
7.) Snacks (12.00 X3 persons X 22 days X 6 months) 4752.00
total 30,106.50