Chapter 4

Presentation, Analysis and Interpretation of Data

This chapter presents the data and their analysis, which

were gained though the questionnaire given to the study. These

data were statistically treated, plotted on the table, analyzed

and interpreted in accordance to the topics logically arranged.

The presentations and discussions to answer the specific

problems in the study are as follows;

1. The contextualization practices of the teacher in teaching

Araling Panlipunan in Sta. Elena District.

2. The level of contextualization practices of teachers in

teaching Araling Panlipunan in the intermediate level in

Sta. Elena district along;

2.1. Motivation

2.2. Presentation/Discussion

2.3. Learning Activities

2.4. Assessment

3. The problems met by the teacher on the contextualization

practices in teaching Araling Panlipunan.

4. Recommendations can be proposed based from the findings of

the study.

The Contextualization Practices of Teacher in Teaching

Araling Panlipunan in Sta. Elena Disrict

Table 3 and figure 2 present the result of

contextualization practices of teachers in teaching Araling

Panlipunan with a frequency count of 54.

The responses were arranged in descending order: The

teacher uses realia made of indigenous material from the

locality in teaching AP (90%);the teacher uses pictures of

places within the locality of the students (80%); the

teacher makes role playing about the traditional culture of

the locality of the students (80%); the teacher uses video,

presentation or video documentation related to the locality

of the students(70%); the teacher uses the personal

experience background or personal experience of the students

related in teaching AP (50%); the teacher uses tradition or

culture as an example in teaching Araling Panlipunan (50%);

the teacher uses the locality or the community of the school

as an example (40%); the teacher plays a song related to the

locality of the students (30%); the teacher reads or tells

some story about the older people in the locality (30%); the

teacher conducts a research about the problems of the

locality and state a possible solution (20%).

It can be concluded that the teachers assist their

students using contextualization practices in teaching AP.

The teacher uses realia made of indigenous materials from

the locality of the students. Through the contextualization

practices of the teacher, the students learn more in Araling

Panlipunan by using real materials. It will be effective if

the students adapt these practices.

When the teacher assists his/her students while knowing

their background, it will be easy for the teacher to teach

their students, and when students do their tasks and follow

their teachers’ instructions, it is possible that the

objectives of the lesson will be met.

Bringas (2014) contextualized teaching is a method of

presenting the subject matter in meaningful and relevant

context. It is acceptable that the teacher uses current

issues and events, activities and authentic materials which

learners could relate to meet their needs on the subject.

 Table 3

Contextualization Practices of Teachers

in Teaching Araling Panlipunan in Sta. Elena District

Indicators
(fc) % R
1. The teacher uses video presentation or video
documentation related to the locality of the 7 70 4
students.
2. The teacher uses tradition or culture as an
5 50 5.5
example in teaching Araling Panlipunan.
3. The teacher uses their own personal
experience and background or personal experience 5 50 5.5
of the students related in teaching AP
4. The teacher uses the locality or the
4 40 7
community of the school as an example.
5. The teacher uses realia made of indigenous
9 90 1
material from the locality in teaching AP.
6. the teacher uses pictures of places within
8 80 2.5
the locality of the students
7. The teacher makes role playing about the
traditional culture of the locality of the 8 80 2.5
students.
8. The teacher conducts a research about the
problems of the locality and states possible 2 20 10
solutions.
9. The teacher play songs related to the
3 30 8.5
locality of the students.
10. The teacher reads or tells some story about
3 30 8.5
the older people in the locality.
TOTAL 54
 100%

90%

80%

70%

60%
percentage

50%

40%

30%

20%

10%

0%
1 2 3 4 5 6 7 8 9 10

INDICATORS
 Figure 2

Contextualization Practices of Teachers in Teaching Araling

Panlipunan in Sta. Elena District

The Level of Contextualization Practices of Teachers in Teaching

Araling Panlipunan in Sta.Elena District.

The level of contextualization practices of teachers in teaching

Araling Panlipunan in Sta. Elena District along: motivation,

presentation or discussion, learning activities and assessment.

Motivation
 Table 4 and figure 3 present the result of the level of

contextualization practices of teachers in teaching AP in motivation

with average weighted mean of 3.84 interpreted as “much evident”.

In descending order the indicator ratings were: Uses pictures of

places within locality of the students (4.69); uses indigenous

materials that can be seen in the locality (4.10); uses local dance as

motivation (3.88); uses local products or goods (3.29); uses folk song

from the locality or school (3.24).

It can be concluded that the teachers are using contextualization

practices for motivating the learners effectively in teaching Araling

Panlipunan. Most of the teachers uses pictures of places within the

locality of the students. It will sustain effectively if the students

learns from these motivating practices. Through this, the students

will be able to learn to adapt and follow contextualization practices.

In motivating students, the teacher must do something that is

interesting and enjoyable for the students to catch their attention

and motivate them to learn something.

Freeman (2014) explained that the contextualization of content in

interactive classroom engagement activities can motivate students with

concept relevance, that can improve learning. It is true that

contextualization of content helps students reflect on their learning

and help them bridge ideas to a concrete context from an abstract

concept so that they can recognize their own relationship to the

concepts, contexts, and their technical future.

Table 4

The Level of Contextualization Practices of Teachers in Teaching

Araling Panlipunan in Sta. Elena District along Motivation.

CENTRAL ROAD SIDE COASTAL Average

Indicators Wx I R Wx I R Wx I R Wx I R

1. Uses pictures
of places within
5 ME 1 4.57 VME 5 4.5 VME 1 4.69 VME 1
the locality of
the students.
2. Uses folk 3 E 4.5 3.71 ME 2 3 E 4.5 3.24 E 5
songs from the
locality, or
school.
3. Uses
indigenous
materials that 4 ME 2.5 4.29 ME 1 4 ME 2 4.10 ME 2
can be seen in
the locality.
4. Uses local
dance as a 4 ME 2.5 4.14 ME 3 3.5 ME 3 3.88 ME 3
motivation.
5. Uses local
3 E 4.5 3.86 ME 4 3 E 4.5 3.29 E 4
product or goods.
TOTAL 3.8 ME 4.11 ME 3.6 ME 3.84 ME

Legends:
4.50 – 5.00 = Very Much Evident (VME)
3.50 – 4.49 = Much Evident (ME)
2.50 – 3.49 = Evident (E)
1.50 – 2.49 = Fairly Evident (FE)
1.00 – 1.49 = Not at All (NA)
 5

4.5

3.5
WEIGHTED MEAN

2.5

1.5

1
1 2 3 4 5

CENTRAL ROAD SIDE COASTAL

 The Level of contextualization Practices of Teachers in Teaching

Araling Panlipunan in Sta.Elena District in Motivation.

Figure 3

The Level of Contextualization Practices of Teachers in Teaching

Araling Panlipunan in Sta. Elena District along Motivation.

Presentation/Discussion

Table 5 and figure 4 presents the result of the level of

contextualization practices of teachers in teaching AP in Sta.Elena

District along presentation/discussion with average weighted mean of

(3.86) interpreted as “much evident”.

 In descending order the indicator ratings were: Uses realia made

of indigenous materials from the locality of the students (4.79); uses

tradition or culture as an example in the discussion (4.19); uses

legend or historical story from the locality (3.48); uses video

documentation related to the locality or school of the students

(3.43); uses oral recitation about the students perspective of the

locality (3.43).

It can be concluded that the practices of teachers in teaching

AP along presentation/discussion that the teachers assist their

students in the discussion. Teachers uses realia made of indigenous

materials from the locality of the students. The practices of the

teachers enable learners to learn more. For the lesson to be

effective, the teacher needs to look for different practices to

increase the level of learning and performance of the students.

Teachers have a responsibilities to have more practices for the

students learning. Taechers can give a better presentation/discussion

to the students for the better leaning.

Florentino (2014), The K-12 curriculum has already been

implemented and part of it is the MTB-MLE program in which the mother

tongue of the learners is being used as medium of instruction and also

taken as a subject. Mother tongue enables the students to understand

the lesson easier. It is used in the discusssion and presentation of

the lesson and help students to easily understand the topic. One

possible downfall of this is those teachers who are not local to the

community might find it difficult to reinforce the MTB instruction

since they did not know the first language of the students, thus,

teachers in this circumstance are encouraged to adapt the first

language of the students.

Table 5

Level of Contextualization Practices of teachers in teaching A.P in

Sta. Elena District along Presentation and Discussion.
 CENTRAL ROAD SIDE COASTAL Average
Indicators
Wx I R Wx I R Wx I R Wx I R

1. Uses video
documentation
related to the 4.
3 E 4.5 4.29 ME 3 E 1 3.43 E 4.5
locality or 5
school of the
students.
2. Uses realia
made of
indigenous
5 VME 1 4.86 VME 1 4.5 VME 4.5 4.79 VME 1
material from
the locality of
the students.
3. Uses
tradition or
culture as an 4 ME 2.5 4.57 VME 2 4 ME 2 4.19 ME 2
example in the
discussion
4. Uses legends
or historical
4 ME 2.5 4.43 ME 3 3.5 ME 3 3.48 E 3
story from the
locality.
5. Uses oral
recitation about
4.
the student’s 3 E 4.5 4.29 ME 3 E 4.5 3.43 E 4.5
5
perspective in
the locality.
TOTAL 3.8 ME 4.49 ME 3.6 ME 3.86 ME

Legends:
4.50 – 5.00 = Very Much Evident (VME)
3.50 – 4.49 = Much Evident (ME)
2.50 – 3.49 = Evident (E)
1.50 – 2.49 = Fairly Evident (FE)
1.00 – 1.49 = Not at All (NA)
 5

4.5

3.5
WEIGHTED MEAN

2.5

1.5

1
1 2 3 4 5

CENTRAL ROAD SIDE COASTAL

Figure 4

The Level of Contextualization Practices of Teachers in Teaching

Araling Panlipunan in Sta. Elena District along Presentation or
Discussion.

Learning activities
 Table 6 and Figure 5 present the result of the levels of

contextualization practices in teaching AP in Sta. Elena District

along learning activities with average weighted mean of 4.02

interpreted as “much evident”.

In descending order the indicator ratings were: Make a role play

about one of the famous traditional cultures in the locality of the

students (4.62); make poems or letters about the daily life of the

students (4.31); interviewing one of the people in the locality (3.76)

bring students to different places within the community related to the

lesson (3.76); conduct a research about the problems of the locality

and state possible solutions (3.67).

It can be concluded that the practices in teaching Araling

Panlipunan learning activities are being assisted by the teachers. The

teachers had given many learning activities that enabled students to

learn more. The innovative teaching methodologies that teachers create

will be proven effective if the learners will be able to derive

meaningful learning thru following the sequence of the teaching

strategies invented by the teacher.

The teacher must reinvent learning activities for the students to gain

meaningful learning. The teacher’s creativity to innovate the lesson

should be relied upon in case the activities prepared beforehand does

not match the expected feedback from the students.

 Wyatt (2014), the literature on culture and education points to the

importance of using students cultural knowledge in teaching and

learning process. It will help students to practice using their own

cultural experience to make academic connections and use their culture

as learning activities.

Table 6
 Level of Contextualization Practices of teachers in Teaching in
Araling Panlipunan in Sta. ElenaDistrict along Learning Activities.

CENTRAL ROAD SIDE COASTAL Average

Indicators
Wx I R Wx I R Wx I R Wx I R

1. Make a role
playing about one
of the famous
VM
traditional 4 ME 2.5 4.86 VME 1 5 VME 1 4.62 1
E
cultures in the
locality of the
students.
2. Conduct a
research about the
problem of the
4 ME 2.5 4 VME 5 3 E 4.5 3.67 ME 5
locality and state
possible
solutions.
3. Make poems or
letter about daily
4 ME 2.5 4.43 ME 2 4.5 VME 2 4.31 ME 2
life of the
students.
4. Interviewing
one of the people 4 ME 2.5 4.29 ME 3.5 3 E 4.5 3.76 ME 3.5
in the locality.
5. Bring students
to places within
the community 3 E 5 4.29 ME 3.5 4 ME 3 3.76 ME 3.5
related to the
lesson.
TOTAL 3.8 ME 4.37 ME 3.9 ME 4.02 ME
Legends:
4.50 – 5.00 = Very Much Evident (VME)
3.50 – 4.49 = Much Evident (ME)
2.50 – 3.49 = Evident (E)
1.50 – 2.49 = Faily Evident (FE)
1.00 – 1.49 = Not at All (NA)

4.5

3.5
WEIGHTED MEAN

2.5

1.5

1
1 2 3 4 5

CENTRAL ROAD SIDE COASTAL

 Figure 5

The Level of Contextualization Practices of Teachers in Teaching

Araling Panlipunan in Sta. Elena District along Learning Activities.
Assessment

Table 7 and Figure 6 present the result of the level of

contextualization practices in araling panlipunan in sta. elena

district along assessment with average weighted mean of (3.91)

interpreted as “much evident”.

In descending order the indicator ratings were: Make a portfolio

of projects, quizzes, etc, that tackles the locality of the students

(4.29); reflection on what the students feel about their locality

(4.24); conduct an interview or chatting with the students to know

their experience from the locality (4);draw a scenery in the culture

of the locality (3.66); create descriptive essay about what he/she

thinks of the locality of the students (3.38).

It can be concluded that the contextualization practices in

teaching A.P along assessment that the teacher makes a portfolio of

project, quizzes, etc, where one of those tackles the locality of the

students. Teachers engage themselves in making portfolio of projects,

quizzes, etc, in assessing the students. Teachers should be prepared

to use effective assessment for the students.

Therefore, in assessing the students’ learning the teacher

should prepare his/her project or quizzes that are related in the

topic and prepare a portfolio for the collection of projects quizzes,

etc. to avoid conflict on the grades of the students.

 Shore (2014) contextualized basic skills instruction in college

course content. The study made a group comparison made up of sections

of a traditional development macth course where students receiving two

years of the study earned better macth score and were more likely to

respond on a questionnaire that they found the instruction useful.

Table 7

The Level of Contextualization Practices of Teachers in Teaching

Araling Panlipunan in Sta. Elena District in Assessment.

 CENTRAL ROAD SIDE COASTAL Average
Indicators
Wx I R Wx I R Wx I R Wx I R

1. Creates
descriptive essays
about what he or 3 E 4.5 4.14 ME 5 3 E 5 3.38 E 5
she in the locality
of the students.
2. Reflects of what
the students feel
4 ME 2 4.71 VME 2 4 ME 1.5 4.24 ME 2
about their
locality.
3. Make a portfolio
of project quizzes
etc., wherein, one
4 ME 2 4.86 VME 1 4 ME 1.5 4.29 ME 1
tackles the
locality of the
students.
4. Draw a scenery
culture in the 3 E 4.5 4.49 ME 3.5 3.5 ME 3.5 3.66 ME 4
locality.
5. Conduct an
interview to the
student’s 4 E 2 4.49 ME 3.5 3.5 ME 3.5 4 ME 3
experience in their
own locality.
TOTAL 3.6 ME 4.54 VME 3.6 ME 3.91 ME

Legends:
4.50 – 5.00 = Very Much Evident (VME)
3.50 – 4.49 = Much Evident (ME)
2.50 – 3.49 = Evident (E)
1.50 – 2.49 = Fairly Evident (FE)
1.00 – 1.49 = Not at All (NA)
 5

4.5

3.5
WEIGHTED MEAN

2.5

1.5

1
1 2 3 4 5

CENTRAL ROAD SIDE COASTAL

 Figure 6

The Level of Contextualization Practices of Teachers in Teaching

Araling Panlipunan in Sta. Elena District along Assessment.

The Problems Met by the Teachers on the Contextualization

Practices in Teaching Araling Panlipunan.

Table 8 and figure 7 present the problems met by the teachers on

the contextualization practices in teaching Araling Panlipunan with

frequency count of 48.

 In descending order, the indicator responses were: Individual

differences of the students (100%); lack of knowledge of the students

about their localities (80%); lack of historical books that can be

used in the discussion (70%); familiarity of the teacher on the

context of the students (60%); availability of the resources that can

be only seen in the locality of the students (50%); lack of knowledge

of teachers in the background of the students(50%); the facilities of

the school are limited (40%); the places or the homes of the students

are far from the school (30%).

It can be concluded that the most common problem met by the

teachers on the contextualization practices in teaching Araling

Panlipunan is the individual differences of the students. All the

students are different with each other; some are fast learners or slow

learners.

Therefore, the teacher must strive to become more knowledgeable,

to create more activities and invent more strategies in teaching his

or her students. Every student have different ways of learning, some

students learn through discussion, watching, written tests, in-actual

settings, and other ways they were meant to learn.

Dewettink and Remue (2009), in search of an answer to the

question to what degree of context determined human resource

management practices, a holistic picture of contextual factors seem

impossible. In this dilemma, they will need a discussion on what

context is like in teaching. They will need to know first the

importance of context on the classroom setting for the safety of the

students.

Table 8

The Problems Met by the Teachers on the Contextualization Practices in

Teaching Araling Panlipunan.
Indicators
(fc) % R
1. Availability of the resources that can be
5 50 5.5
only seen in the locality of the students.
2. Familiarity of the teacher on the context of
6 60 4
the students.
3. Lack of historical books that can be used in
7 70 3
the discussion.
4. Lack of knowledge of the students about their
8 80 2
localities.
5. Individual differences of the students. 10 100 1
6. Lack of knowledge of teachers in the
5 50 5.5
background of the students.
7. The places of the students are far from the
3 30 8
school.
8. The facilities of the schools are limited. 4 40 7
TOTAL 48
 100%

90%

80%

70%

60%
percentage

50%

40%

30%

20%

10%

0%
1 2 3 4 5 6 7 8

INDICATORS
 Figure 7

The Problems Met by the Teachers on the Contextualization Practices in

Teaching Araling Panlipunan.

Recommendations

The findings on the contextualization practices of teachers

in teaching Araling Panlipunan in Sta. Elena District can support the

following insights for the improvement of the contextualization

practices of teachers in teaching.

1. The teacher must bring real things to help students to learn

more.

2. The teacher should be familiar to the content of the students as

indicated in the study.

3. The teacher should request or suggest to the principal or to the

higher positions in DepEd to deliver enough textbooks to help

students expand their knowledge.

4. The teacher should teach about the underlying factors on his or

her students’ localities for additional information.

5. The teacher should be creative and innovative in delivering the

lesson because students have multiple intelligences. One learning

method or only one strategy might not be enough for them to

realize the objective of the lesson.

6. The teacher should know the background of the students.

7. The teacher should consider that some students are living far

from the school making them frequently late for their class.

8. The teacher must be mentally and physically ready, and should

always know what he or she is supposed to do if she encounters a

downfall from the lesson.

9. The teacher should always prepare an activity to motivate his or

her students.

10. The teachers should make a portfolio in every subject to the

collect written outputs of the students.