Elmido, J. et. al.

2018 Page i

Peace Skills in Teaching - Learning Process: Determining Teaching Strategies

that Integrate Peace Education.

Junas B. Elmido1, Junnel D. Ballados2, Zandra A. Suacillo3, Chale Mae M. Demetillo4, Sheen S.
Deloso5, Melvin P. Ligaya6, Robert N. Aplacador7
1
P-6c Paradise, Libertad Butuan City, 4th year at Father Satunino Urios University(FSUU)
2
P-3 Bonbon, Butuan City, 4th year at Father Satunino Urios University(FSUU)
3
P-7 km 6 Libertad, Butuan City, 4th year at Father Satunino Urios University(FSUU)
4
P-8 Bancasi, Butuan City, 4th year at Father Satunino Urios University(FSUU)
5
P-4 Libertad, Butuan City, 4th year at Father Satunino Urios University(FSUU)
6
P-7 Libertad, Butuan City, 4th year at Father Satunino Urios University(FSUU)
7
Ideal Homes, Libertad, Butuan City, Instructor, Arts & Sciences Department (FSUU)
 Elmido, J. et. al. 2018 Page ii

Abstract

With the use of teaching strategies, the students are able to learn skills that are necessary for

real life. Teaching strategies can be an effective avenue to integrate peace skills to students.

With this, the purpose of this study is to determine the extent of the integration of peace skills

with the use of 4 teaching strategies; Reporting, Swap Talk, Fish Bowl, and Role Play.

All of the result in the extent of integration of peace skill in Reflection, Critical Thinking,

Communication, Decision making and Conflict Resolution with the use of 4 teaching strategies

has a verbal description of "Often". This result implies that students frequently develop the said

skills upon utilizing the Four (4) teaching strategies in the Grade 10 students of Father Saturnino

Urios University. Also, the result shows that the extent of integrating peace skills in Group

building with the use of the Reporting and Role Playing has a verbal description of "Always".

This implies that activities that are highly characterized by cooperative and collaborative

learning are effective in integrating peace skills.

Generally, the result of the study implies teaching strategies that are conducted in all the Grade

10 students of Father Saturnino Urios University effective in integrating peace skills . This also

implies that students acquire skills that are needed to promote peace.
 Elmido, J. et. al. 2018 Page iii

Keywords: Fish Bowl; Integration; Peace Education; Peace Skills; Reporting; Role Play; Swap
Talk; Teaching-Learning Process
 Elmido, J. et. al. 2018 Page 1
1.Introduction

1.1 Background of the Study

The integration of peace education is an indispensable step necessary to create a community

of people living in harmony. According to Tamayao (2013), Peace Education converts

individuals to become bearers and carriers of peace in their families, classrooms, as well as to

the global scene, thus leading to social change. Peace skills are the skills needed to inculcate in

the to bring behavioral change that will create a community that lives in peace. In school, social

studies can be an avenue to effectively integrates peace. According to the National Council for

Social Studies (1994), the primary purpose of social studies is to help young people make

informed and reasoned decisions for the public good as citizens of a culturally diverse,

democratic society in an interdependent world. School serves as the second home of the students

and it is where the teaching and learning process take place. Education is the preparation for

complete living, adjustment to environment, perfection of one's nature, character building and

harmonious development of personality (Singh, 2013). According to American Education

Commission, The quality of a nation depends upon the quality of its citizens. The quality of its

citizens depends not exclusively, but in critical measure upon the quality of their education, the

quality of their education depends more than upon any single factor, upon the quality of their

teacher." Dr. S. Radhakrishnan". Thus, school and teachers are responsible primarily in molding

a citizen to live in a culture of peace. Further, teachers in a classroom setting affect the holistic

development of the student and the integration of peace as well. A teacher can change the

thinking of the students and promote cooperation and tolerance in them (Singh, 2013). Teacher's

means of instruction influence the holistic development of the students. It is in the teacher's

instruction where the development of the student occurs. The characteristics of the instruction

have a greater effect on student achievement than those of the school environment (Scheerens
 Elmido, J. et. al. 2018 Page 2
and Bosker, 1997). Teachers, as the primary carrier of peace, teaching strategies can help the

students to develop peace skills. As supported by Gerhard Meisenberg (2017) the key

individuals in the effort of peace education are teachers in primary, secondary, and higher

education, and the point at which peace education has to start is in the training of future teachers.

Futher, Bajaj, M. (2018) stated that as teachers, facilitators of learning peace education how to

teach or the teaching strategies are just as important as what you teach or the content itself. The

integration of peace education and its fundamental concept is most efficient in the school setting,

whereas it can be integrated as part of the curriculum or of teaching modalities in which the

teacher introduced and utilized.

By determining in which teaching strategy integrates peace skills effectively, the teachers

are able to enhance and utilized such teaching strategy to integrate in inculcating peace skills

and concept to the students.

1.1 Objectives

The objective of this study is to determine the extent of peace skills integrated with the

teaching strategies that are used in Grade 10 students of Father Saturnino Urios University.

Further, this study also aims to identify particular skills attributed in the Grade 10 students of

Father Saturnino Urios University with the use of the Four (4) teaching strategy; Reporting,

Swap Talk, Fish Bowl, and Role Plays,

1.2 Scope and Limitations

The focus of this study is to determine the extent of integration of peace skills using the four

teaching strategy namely: Reporting, Swap Talk, Fishbowl, and Role Play. The said strategies

are the only teaching strategies considered the subject of this study. The respondents are selected

Grade 10 student of Father Saturnino Urios University.

 Elmido, J. et. al. 2018 Page 3
Further, it also the scope of this study to determine the characteristics of peace skills that are

integrated in the Grade 10 students of Father Saturnino Urios University with the use of the said

teaching strategies.

2.Methodology

The current study entitled "Peace Skill in Teaching-Learning Process which aims to

determine the extent of peace integration upon the utilization of four teaching strategies, namely

Reporting, Role Playing, Swaptalk, and Fishbowl, applies a qualitative descriptive research

design. The study was conducted at Father Saturnino Urios University, in which the respondents

are selected number of students from all sections of grade 10.

A constructed research instrument that consists of six peace skills, in reference to peace

skills indicators of Meriam College School of Peace Education, with ten corresponding

behavioral indicators was utilized. The instrument is rated in a form of 5 Likert-type scale and

was validated by a research instructor. Also, an interview was conducted to validate the response

of the students. The following peace skills that were considered as variables are Reflection,

Critical Thinking and Analysis, Communication, Decision Making, Problem Solving, and Group

Building.

The four teaching strategies were utilized by the teacher during the conduct of the class to

all sections of Grade 10, and a selected number of students randomly picked to rate the

instrument. After which, the survey instruments were retrieved, tallied and tabulated.
 Elmido, J. et. al. 2018 Page 4

3.Results and Discussion

Table 1.

The extent of integrating peace skills with the use of Reporting activity.

REPORTING
Peace Skills
Mean Verbal Description
Reflection 4.46 Often
Critical Thinking 4.38 Often
Decision Making 4.47 Often
Communication 4.31 Often
Conflict Resolution 4.37 Often
Group Building 4.67 Always

Table 1 shows the extent of the integration of peace skills with the use of Reporting as a

teaching strategy. In Reporting activity the students are given a chance to discuss a particular

subject matter and to maximize cooperation, the students are going to divide the topics to

individuals, and thus, there is cooperation in each member. Cooperative learning is characterized

by positive interdependence, where students perceive that better performance by individuals

produces better performance by the entire group (Johnson, et al., 2014). The table shows that

Reporting activity is effective in integrating reflective peace skills. The result above implies that

students are able to deepen their understanding of human interrelations concept and understand

as well the idea of helping each other. As a support to my argument Harris and Morrison

stresses that, cooperative learning gives emphasis on group skills and it promotes peer support,

sharing of responsibilities and importance of cooperation. Another, the table shows, that

Reporting activity is effective in integrating the critical thinking as peace skills. This result

implies that the students are able to analyze, construct, critique and connect to the ideas of other

members to formulate own knowledge. The study of Bransford, et al., (1999) supports my

argument in which he states that constructivism rests on the idea that individual learns through
 Elmido, J. et. al. 2018 Page 5

building their own knowledge, connecting new ideas and experiences to existing knowledge and

experiences to form new or enhanced understanding. With this result, it implies that students

become more critical thinker in approaching problems in which they will explore other

perspectives of ideas to formulate solutions. Also, Herrman, K. (2013) argues that through this

activity the students are giving feedback, challenge each other's conclusion and reasoning and

also students taking the perspectives of others to better explore different point of views. Also,

the table shows that reporting activity is effective in integrating decision making as peace skills.

The result of the study implies that students are able to look to the other perspective of people

and understand their point of view to effectively formulate a decision that is fair and just. Also,

Dutton, J. (2018) supports my argument wherein he states that the process of collaborative

decision making is aimed at combining the input from all stakeholders and therefore at making

the best choice from the standpoint of the objectivity. Moving on, The table also shows that

communication as peace skills are integrated effectively with the use of reporting activity. This

result implies that students are able to communicate to others effectively in which they will

express their ideas and compare and contrast such ideas from individuals to stretch and extend

their thinking. Also, Marzano (1992) argued that task such as inquiry, problem-solving and

decision making is probably done more efficiently by cooperative groups than individuals are

usually taxing ideas in terms of knowledge and ability which an individual may have. In which

it aligns the result of our study that reporting could integrate communication as peace skills in

which students collaborate and clashing ideas in a non-violent way. Also, it is observable in the

table above that integration of peace skills in resolving conflict with the use of reporting activity

is effective. The result implies that students are able to manage conflicts where in this activity

since cooperation and conflicts are inherently related (Johnson & Johnson, 1995), it forces

students to create solutions to conflict that are resulted by the clashing and contradictions of the

ideas in which individual contributes. The study of Dillafruz R. Williams, Joyce Harris and

Cynthea Hayakawa, supports my argument that in reporting which similar to collaborative

 Elmido, J. et. al. 2018 Page 6

learning enhances the ability of the students to resolve conflicts, wherein they state that through

cooperative learning, the students must also learn to address conflicts that arise. Lastly, It is very

noticeable in the table above that integration of group building as peace skills with the use of

reporting activity is effective wherein it has a verbal description of "Always". This result

implies that students in this activity are able to understand the concept of cooperation, unity,

camaraderie and responsibility in which the students will work and contribute ideas in a group to

achieve a common goal. Another study that argues the same concept is the study of Sellors, A.

(2017) wherein he states that cooperative learning strategies for team building are effective

because an individual must work together to achieve a similar goal. Also, Ikeda & Stephens

(2001) stresses that group works contribute significantly to the engagement of the students,

increasing motivation and leading to a better understanding of the real world. With this

arguments, it supports the result of our study in which reporting promotes peace skills in group

building. Generally, the result indicates that the integration of peace skills with the use of this

activity is effective

Teacher influences the development of the students. Teachers mode of instruction also

affects the development of the students. With the use of this teaching, strategy student will be

able to learn the aforementioned skills and able to transfer the skills into a real-life setting and

develop a community that lives in peace.

 Elmido, J. et. al. 2018 Page 7

Table 2

The extent of integration of peace skills with the use of swap talk activity.

SWAP TALK
Peace Skills
Mean Verbal Description
Reflection 4.15 Often
Critical Thinking 3.92 Often
Decision Making 3.89 Often
Communication 3.83 Often
Conflict Resolution 3.93 Often
Group Building 4.29 Often

Table 2 shows the integration of peace skills with the use of Swap Talk as a teaching

strategy. In Swap Talk activity, the students will find a pair and discuss, express, and share ideas

in a particular issue and share to the class the perceptions of their partners. There are also

activities that go the same as swap talk, one of this is the pair share. In a pair share activity,

Person A responds to the question uninterrupted while B listens. After a given period of time,

the partners reverse roles. Later, A relays to the class the points B expressed and vice versa

(Castro, L., Galace, J.,2010). Pair share cooperative learning model gives student more

opportunities to think for themselves, to discuss, to help each other in groups, and given

opportunities to share with other students (Hayashi, Y., et al.,2017). Cooperative learning, and is

defined as the instructional use of small groups to promote students working together to

maximize their own and each other's learning (Jhonson, et al., 2018). Further, This strategy

enables students to improve their competence fast because it gives student time to think, ask and

answer questions, to share ideas and to help each other in doing academic tasks to be successful

together (Arends, 1997) Hence, pair share activity promotes group building and it aligns in our

study that swap talk is also effective in integrating the group building as peace skills. Another,

the students will be able to listen attentively as well as analyze, critique, connect, appreciate and
 Elmido, J. et. al. 2018 Page 8

react in their partner's perceptions. The Pair Share is a strategy designed to provide students to

think a given topic by enabling them to formulate individual ideas and share these ideas with

other students (Usman, AH.,2015). Thus, pair share activity improves critical thinking of

students and it aligns in the result of our study that swap talk is effective in integrating critical

thinking as peace skills. Also, with the use of this activity it allows the student to understand the

concept of helping and relating to each other by understanding the individuals perspective,

further, the student will be able to reflect his/her perception in a particular issue to other. Thus,

Swap talk activity promotes reflective skills in which the table above shows that swap talk is

effective in integrating Reflective peace skills. .As supported by Andrew M. Dahley (1994) he

states that in positive interdependence, each group member depends on each other to accomplish

a shared goal or task. Without the help of one member, the group is not able to reach the desired

goal. Moving on, The table above also shows that swap talk activity enhances the ability of the

students in the skills of decision making in which they will express and clash their ideas and

perception to reach a common goal. As supported by Keeney (1992) he states that a key to good

decision making is to express the values clearly, to create a set of alternatives that address those

values, and finally to choose the best one. As a nature of Swap Talk, the students will take their

turns in speaking, with this they will also develop the value of respect, in which the students will

create a harmonious and peaceful communication and also in order for them to construct and

extend the individual ideas, further it is evident in the table above that swap talk is effective in

integrating the communication as peace skills. Another study states that constant communication

allows the children to coordinate and expand ideas, introduce and explain themes(Aschermann,

JL. 2005). The Pair Share strategy increases the kinds of personal communication that are

necessary for students to internally process, organize and retain ideas (Usman, AH., 2015). In

the table above, it is also evident that integrating the skills that are needed to resolve conflict
 Elmido, J. et. al. 2018 Page 9

with the use of this strategy is effective. In this activity students will share their ideas in a

different and diverse perspective, thus, clashing and contradictions of ideas may arise and it

forces the students to create solutions that are needed to resolve such clashing and contradictions

of ideas. As supported by Borg M. et al., (2011), Whenever people are expected to work

collaboratively conflict will almost always occur, it is prudent to know that students will be able

to handle conflicts that arise. A big strength of group work is to develop the ability to overcome

conflict. Generally the result of the study indicates that the integration of peace skills in Swap

Talk activity is effective.

The quality of the nation lies in the quality of its citizens. The development of the students

to be a good citizen should start in small social interactions. In a classroom setting, if teachers

will expose the students in Swap Talk activities, the students will develop the aforementioned

skills and values in which they will carry such skills in a real-life setting. The exposure of the

students in such skills will help them in resolving problems and conflicts in a non-violent way.

Table 3

The extent of integrating peace skills with the use of Fishbowl activity.

FISHBOWL
Peace Skills
Mean Verbal Description
Reflection 4.15 Often
Critical Thinking 4.06 Often
Decision Making 4.16 Often
Communication 4.23 Often
Conflict Resolution 4.11 Often
Group Building 4.41 Often

Table 3 shows the extent of the integration of peace skills with the use of fishbowl as a

teaching strategy. Fish Bowl is a discussion activity in which the students talk, react, relate,
 Elmido, J. et. al. 2018 Page 10

share and express ideas in a group. Fishbowl activity changes the dynamic of the classroom

completely-they started speaking to each other, rather than speaker to the teacher (Vooris, J.,

2017). Further, a discussion is a strategy that is used to enable the individual participant's voice

to be heard (Castro, L., Galace, J.,2010). In Fish Bowl discussion activity, the student is given a

chance to share their own perspective in a particular topic and the other student will listen

attentively in the perceptions of each individual to stretch and extend their thinking. The table

above shows that the integration of critical thinking as peace skills in this activity is effective.

This implies that students are able to develop critical thinking skills in which they learn the

capacity to deepen their understanding of the perception of other people in a particular issue and

to appreciate, react, critique and analyze the perceptions in a non-violent way. In addition, as

supported by Schwartz, M., (2016) by introducing their own observations and questions,

students explore ideas thoroughly. Discussion furthers the student thinking, learning,

problem-solving, understanding, or literacy appreciation (Jakhar, R.2018). With critical thinking,

deep comprehension and listening skills, another peace skill is developed. The table above

shows that the integration of communication as peace skills with the utilization of fishbowl

discussion activity is effective. This result implies that students are able to listen and

comprehend ideas with empathy and express clearly the reactions in a non-violent way. As

supported by Castro, L., Galace, J. (2010) wherein their study states that communication is the

ability to listen attentively and with empathy, as well as the ability to express ideas and needs

clearly and in a non-aggressive way. Another, the table above shows that fishbowl discussion

activity is also effective in integrating group building as peace skills. This implies that students

are able to work together in order to construct, compare, acquire and understand ideas from each

individual. As supported by Johnson et al., (2018) he states that Cooperative learning is defined

as the instructional use of small groups to promote students working together to maximize their

own and each other's learning. Another observation, the table above shows that the integration of

decision making as peace skills with the utilization of fishbowl discussion activity is effective.
 Elmido, J. et. al. 2018 Page 11

This implies that students are able to develop a healthy connection from one participant to

another, in this activity, the group constantly discuss all the ideas in a diverse perception and

cooperate to formulate fair decisions from the ideas of each individual. The study of Dutton, J.

(2018) supports the result of our study wherein he states that the process of collaborative

decision making is aimed at combining the input from all stakeholders and therefore at making

the best choice from the standpoint of the objectivity (Dutton, J. 2018). Also, the integration of

reflective peace skills with the use of this activity is effective, wherein it is observable in the

table above. This indicates that students are able to reflect their decisions, ideas, and critiques in

looking at the perspective and reaction of each individual in a particular issue or topic. The study

of Morgan, D. (2015) supports the result of our study wherein he states that all the participants

in a focus group simultaneously conceive of both their own role and the roles that others play,

where individuals find meaning in their actions with the reaction of others. Also, it is

observable in the table above that integration of resolving conflict as peace skills with the use of

fishbowl discussion activity is also effective. This implies that students are able to manage

conflicts, in a non-violent way, due to the difference in ideas, opinions, or approaches to solve

problems. Also, the study of Borg, M. et al. (2011) also supports our study in wherein he states

that whenever people are expected to work collaboratively conflict will almost always occur, it

is prudent to know that students will be able to handle conflicts that arise. A big strength of

group work is to develop the ability to overcome conflict. Generally the result of the study

indicates that integration of peace skills in fishbowl activity is also effective.

School is the second home of every student and teachers are their second mother, teaching

the students with the use of Fishbowl as teaching strategy, furthers the value of understanding

other perceptions and point of view in a small scale of interaction, in which they will carry the

skills that they have learned in a big complex world and able to understand and connect to the

other perspective of political and cultural point of view.

 Elmido, J. et. al. 2018 Page 12

Table 4

The extent of integrating peace skills with the use of Roleplay activity.

ROLEPLAY
Peace Skills
Mean Verbal Description
Reflection 4.41 Often
Critical Thinking 4.33 Often
Decision Making 4.37 Often
Communication 4.34 Often
Conflict Resolution 4.39 Often
Group Building 4.53 Always

Table 4 shows the integration of peace skills with the use of Role Play as a teaching strategy.

Role Playing strategy as defined by Castro, L., Galace, J. (2010) is used to provide the

participants with the opportunity to "feel" the situation rather than merely intellectualized about

it. Further, role-playing develops empathy and greater understanding of other vantage points and

it can cultivate both cognitive and affective learning. In connection to the table above the use of

role-playing as a teaching strategy, integrates peace skills in reflection effectively. The result

implies that students are able to develop a deeper understanding of individual roles in which the

students will reflect their life to another point of view. As additional support in my argument,

the study of Leininger (1994) wherein he states that role plays to enable the students to delve

deeper into a particular perspective. Further, it also coincides with the study of McGregor (1993)

wherein he states that role plays encourage individuals, while in the role, to reflect upon their

knowledge of a subject. Role-playing has also been seen to be effective in reducing racial

prejudice. Moving on, Matsuzaki (2004) argues that critical thinking is also enhanced in this

kind of activity, wherein his study claims that group members work parallel to each other, on the

same problems, but approaches, methods, and results are constantly discussed, negotiated and

checked in order to reach an agreement. The result of our study aligns with the argument of
 Elmido, J. et. al. 2018 Page 13

Matsuzaki claimed, wherein the table above shows that integration of critical thinking as peace

skills with the use of role-play is effective, in which it implies that students are able to

collaborate, analyze, critique, formulate and interpret ideas to create a solution or concepts.

Another observation in the table above, the result shows that the integration of communication

as peace skills is effective. The result implies that as the student plays the role of another

personality, students are able to express and understand clearly the perspective and life of other

people in which they will be more aware in the persona that they play. Huyack (1975) also states

that role playing improves communication skills, Ettkin & Snyder (1972) further states, that

role-playing enhances communication. Moving on, It is very noticeable that integration of

group building as peace skills with the use of role-playing is effective. The table above shows

that the integration of peace skills with the use of role playing activity is "Always". This result

implies that social interaction and cooperation in this activity is evident, and students are able to

cooperate and work in a group to construct concepts and ideas. Further, Silver & Silver (1989)

states that the use of role-playing emphasizes active participation. And according to Jarvis, L. et

al., (2002) participation help embed concepts. hence, Roleplay activity promotes Group Building

peace skills and it aligns with the result of our study. Also, the table shows that the integration of

conflict management as peace skills with the use of role play activity is effective. This implies

that students are able to manage conflict in a non-violent way, due to the contradictions of

concepts and ideas of the individual. Further, Dr. Nayereh Shahmohammadi (2014) stresses that

incompatibilities and misunderstanding among these individuals lead to an intra-group conflict.

Conflicts may arise in this kind of activity, however, it is a good exercise for students to develop

conflict management. According to Concordia University (2013), roleplaying can bring a level

of levity to conflict resolution, further, role-playing also provides insight into where the conflicts

started. With this, the students will able to solve the conflict and give empathy towards others.

As supported by Poorman (2002) role-playing teaches empathy and understanding of different

 Elmido, J. et. al. 2018 Page 14

perspective. Generally, as goes with the 3 aforementioned teaching strategies, the integration of

peace skills in Role Play activity is also effective.

Prejudice, stereotyping and racial discrimination is the few factors that trigger conflict. School

should be the place where morals, values, and ethics are taught, however, we cannot deny the

fact that it is slowly turning into a place where bullying takes place. By utilizing Role Playing as

a teaching strategy, students will be able to deepen their understanding in the point of view of

the persona who is the victim of conflict and transfer the skills that are learned from school into

the real-life setting. By this ability to understand, students will able to create an environment that

is understanding, peaceful, conflict-free and discrimination-free community.

3. Summary of Findings and Conclusion

3.1 Summary of Findings

The following findings are presented after the data were analyzed and interpreted

1.) Upon the utilization of the four teaching strategies, the result shows that all Four (4) teaching

strategies: Reporting, Swap Talk, Fish Bowl, and Role Play, were effective in integrating peace

skills.

2.) During the conduct of Reporting and Roleplaying activities as a teaching strategy, the result

shows that only Group Building among the peace skills has a verbal description of "Always".

With this, it can be observed in these two teaching strategies that they are similar in having

characteristics of cooperative and collaborative learning. Also, these were mostly conducted in

teaching strategy as a team/group work activity.

3.) After utilizing the Reporting as a teaching strategy, the result shows that most of the skills

have a verbal description of "Often" and only Group Building has a verbal description of

"Always". Since most of the collaborative and cooperative learning are group works, it

influences the social skills.

 Elmido, J. et. al. 2018 Page 15

4.) After utilizing the Swap Talk activity as a teaching strategy, the result shows that the

integration of peace skills is effective. All of the skills have a verbal description of "Often". This

implies that the integration of peace skills in this activity is evident.

5.) After utilizing the Fish Bowl activity as a teaching strategy, the result shows that the

integration of peace skills is effective. All of the skills have a verbal description of "Often". This

implies that the integration of peace skills in this activity is also evident.

6.) After utilizing the Role Play as a teaching strategy, the result shows that the integration of

peace skills is effective. Similar to reporting, most of the Skills have a verbal description of

"Often" and only Group Building has a verbal description of "Always". Similar to reporting, role

play activity also characterized as a group work and hence, it develops mostly the social skills of

the students.

3.2Conclusion

On the basis of the findings of the study, the following conclusions are drawn.

1. ) Integration of peace skills in teaching and learning process with the use of 4 teaching

strategies namely: Reporting, Swap Talk, Fish bowl and Role Playing, is effective.

2. ) Group building as peace skills is effectively integrated upon utilization of activities

which are higly characterized by cooperative and collaborative learning.

3. ) The Extent of peace skills integrated in Reflection, Critical Thinking, Communication,

Decision making and Conflict Resolution with the use of the Four (4) teaching Strategies

has a verbal description of “Often”. It implies that the peace skills are integrated in the said

variables are develop frequently in utilizing the Four (4) teaching strategy.

4. ) The Extent of peace skills integrated in Group Building with the use of Reporting and

Role Playing as a teaching strategyhas a verbal description of “Always”. This implies that

students learn the social skills constantly upon utilizing the the Reporting and Role Playing

as teachers teaching strategy.

 Acknowledgement

We researchers would like to thank the following for extending their help and time in

making this study successful.

To Professor R.Aplacador for being the statistician of our study, for his advise, patience,

and morale support;

To Dr. A.M. Floreta, the Dean of the Teacher Education Program for the support;

To Dr. A.M. Iway, for time and effort helping us to understand the study;

To their parents and friends for the financial and moral support to successfully finish this

study;

To Almighty God for the guidance and blessings in pursuing this paper.
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