ANGELES UNIVERSITY FOUNDATION

COLLEGE OF EDUCATION

Final Research in Social Studies

Public Junior High School Students Perceptions and
Attitudes towards the Teaching and Learning of Social
Studies
John Lester P. Santiago1, Cristia S. Llona2 Patricia Janelle P. Macabanti 3, Daniella Y.
Villanueva4
1
Angeles University Foundation 1; santiago.johnlester@auf.edu.ph
2
Angeles University Foundation 2; macabanti.patriciajanelle@auf.edu.ph
3
Angeles University Foundation 3; llona.cristia@auf.edu.ph
4
Angeles University Foundation 4; villanueva.daniella@auf.edu.ph
* Correspondence: lestersantiago16@gmail.com; Tel.: +63-912-999-8906

June 07, 2021;

Abstract:

The study used a correlational research design. One hundred fifteen selected students
from Public Junior High Schools represent the respondents of this study. The sample size
presented by the researchers in the study is aligned with Fraenkel and Wallen technique.
The minimum appropriate sample size for correlational research is 30. Due to time
constraints and the current risks brought by the pandemic, convenience sampling was
employed to select these students from each of the four sampled grade levels (Grade 7-10)
in the Academic Year 2020-2021.

The instrument used in this study was an adapted and modified survey questionnaire
from Teye's (2017) in the gathered data. The survey was outlined into the seventeen
statements in the questionnaire. It determined the Public Junior High School students '
teaching and learning of social studies, the attitudes towards the method used by the
teachers, and the significant relationship of the profile of the respondents in teaching and
learning of Social Studies.

It revealed that the Public Junior High School students had a positive attitude toward the
teaching and learning of social studies. Some argue that students’ perceptions had
perceived the teaching and learning of social studies positively. Also, the students had a
positive attitude toward the method used by their teachers in teaching and learning social
studies. Lastly, the hypothesis resulted in no significant relationship between the profile
and the students' attitudes in teaching and learning social studies.

Keywords: Attitudes, Social Studies, teaching and learning of Social Studies

 ANGELES UNIVERSITY FOUNDATION
COLLEGE OF EDUCATION

1. Introduction

Attitudes can affect motivation because motivation entails goals that include effort. The
goals include direction for action, while action requires efforts: commitment to continue an
operation over a long period (Hurst M., 2019). The motivation of a student to learn affects
his attitudes in learning towards a subject because motivation is to be considered a very
significant element in the learning process. The motivated student has the inner strength to
read, discover, and focus on skills, boost academic achievement, and respond to the school
community's needs (Ferreira et al., 2011). However, if we have negative attitudes and
perceptions, it can limit performance, undermine motivation and inhibit learning (Ligbron,
2020). According to a study, students' attitudes towards the subject is a reasonably valid
indicator of their interest in the subject. Attitudes are also an essential measure of the
condition of education and a significant predictor of possible student choices (Dundar &
Rapoport, 2014). Thus, Student Perceptions is also an essential measure to address student
expectations and perceptions of new teaching techniques is important because
teaching/learning and assessment methods impact student learning behaviors, which in
turn impact learning outcomes. (Aldonio, F., & Andrijani S., 2008). Both Students’ attitudes
and Perceptions affect learning because it can change any part of a person's life, including
students’ education. Student attitude to learning assesses their capacity and readiness to
learn. A study shows that Attitudes towards social studies reveals that it is largely
indifferent towards its topics. Many students found out that learning social studies is
boring, citing that the knowledge is too far away from their context, too comprehensive, or
too repetitive. These factors suggest a need to aim for various teaching strategies in
education and provide more opportunities for student achievement, such as great
motivation (Schug, Mark C, 2016). It is evident in the study of (E. Thiveos, 2020), Grade 8-
10 (Junior High School students) by 13.30 % have a negative impact on the learning the
subject of Social Studies. the study indicated that the reasons for the negative impact of
student attitudes towards social studies show that students did not like the delivery of the
subject, it’s boring content, and the learning activities conducted in social studies. If
negative attitudes and perceptions are not modified, it is unlikely that the student will
pursue his or her education beyond what is required. Changing students' negative
attitudes towards learning is a process identifying the reasons affecting the attitudes.
(Shonette, 2016). Students at the Public Junior High School come across a range of topics in
the curriculum of Social Studies, such as basic geography, history, economy, politics, and
culture that may provide linear direction in learning. Whereas one of the challenges for
social studies is the learning, the subject is to meet the individual needs of students in their
learning that is characterized based on their attitudes that will offer a clear and urgent
resolution for teaching and learning topics in social studies. Therefore, it seems that
students struggle to understand social studies well in the classroom or online environment
and adapt them to actual life circumstances. Hence, there is a need for this study. The
study is sought specifically: [1] identify the respondents to be described based on their age,
gender, and grade in social studies subject in the previous academic year. [2] described the
respondent’s perception towards the perceived teaching and learning of social studies [3]

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the attitudes of students towards the method used by teachers in teaching and learning
social studies. [4] understand the significant relationship between profile and their
attitudes towards the teaching and learning of social studies and its implication. The
study objective determined the Public High School Students Perceptions and Attitudes
towards the Teaching and Learning of Social Studies.

1.1 Statement of the Problem

1.2 The general objective of this quantitative study determined the Public Junior High
School Students Perceptions and Attitudes towards the Teaching and Learning of
Social Studies. The researchers formulated four questions as followed:

1. How may the respondents describe their gender, favorite subject, and grade in Social
Studies subject in the previous academic year?
2. How may the respondent’s perception towards the teaching and learning of social
studies be described?
3. How may the attitude of the respondents be described towards the method used by
teachers in teaching and learning Social Studies?
4. Is there a significant relationship between respondents’ profile and their attitudes
towards the teaching and learning of social studies?

1.2 Hypothesis

Based on the research objectives the hypothesis has been developed as follows.

Ho1. There is a positive student attitudes and perceptions towards Social Studies

Ho2. There is no significant relationship between the profile of the respondents and
their attitudes towards the teaching and learning of social studies.

1.3 Significance of the Study

The researchers determined the attitudes of Public Junior High School Students towards
social studies. The result of the study significantly benefits the Students, Teachers, School
Administrators, and future researchers.

It would be beneficial to the students because once the result of the study is collected. The
teachers use the data and come up with measures to develop the positive attitude of the
learners towards social studies that lead to better performance in social studies subjects.
The research benefits the Teachers to help the students guide them and understand the
students' attitudes towards the subject. In this study, the teachers purposely discover the
factors that hinder the learning in Social Studies in the Junior High School Public Schools.
The result of this study helps teacher come up with plans and measures to develop
positive attitudes towards social studies.
The study may support school administrators by obtaining insights and measures in
student learning and by offering modifications and accommodations to teachers and
students to respond to the situation that arouse the learners' interest.
Future researchers would benefit from this study to provide guidelines and guidance for
their future observations and investigations.
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1.4 Scope and Delimitation of the Study

This quantitative correlational research determined the Public Junior High School
Students Perceptions and Attitudes towards the Teaching and Learning of Social Studies
in the Academic Year 2020-2021. This study focused on the students' attitudes and
perceptions toward social studies in selected students from the Public Junior High School
and the study were conducted through online. The study's primary purpose provided the
necessary information and assure the reliability of the collected data. The scope of this
study gathered selected Junior High School students, and the participants were chosen
conveniently because it is the easiest method to use amid the pandemic. The limitation of
this study were the researchers determined the attitude and perceptions that affect
learning and its significant relationship in the teaching of social studies at the Junior High
Public-school level. There are no geographical parameters involved in this study because
the researchers used a convenience sampling method. There is no actual observation
conducted because of the pandemic. The criteria for the participants were considered by
voluntary participation from Grade 7-10 students, JHS Students that took online classes in
learning are included as a participant, and Most of the respondents are mainly from Porac,
Pampanga. The participants came up with this locale for their convenience in selecting a
respondent in this time of distress. An adapted and modified questionnaire by (Evans
Martey Teye, 2017) used as the quantitative study's main instrument.

1.5 Definition of Terms

The following concepts are operationally specified for a better understanding of this
analysis.
Attitudes- refers to a set of feelings, values, and behaviors towards a specific object, person,
thing, or event.
Attitudes are often the product of experience or upbringing, and they can substantially
affect behavior. Attitudes are long-term, but they can also change. In this study, Attitudes
refer to collated attitudes of students gathered from the survey questionnaires.
Social Studies- Social studies is the study of people concerning each other and their world.
It is an issue-focused and inquiry-based interdisciplinary subject that draws upon history,
geography, ecology, economics, law, philosophy, political science, and other social science
disciplines. In this research, Social studies refer to Grade 7- Asian Studies, Grade 8- World
History, Grade 9- Economics, and Grade 10- Contemporary issues of teaching social
studies in the Philippine education system.
Junior High School (JHS)- refers to the secondary high school. This study defines Junior
High Schools as the research participants who enrolled from Grade 7-10 level.

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1.6 Review of the Related Literature
Defining Social studies
Social Studies in the Philippines aims to develop students into Filipino citizens who
contribute to the nation and the world. There are related themes that influence the entire
curriculum in social studies conducted by the National Council of Social Studies in the
United States; the social studies composed of ten themes: Culture, Time, Continuity &
Change, People, Time, Continuity and Change, People, Places and Environments,
Individual Development and Identity, etc. (Rex, 2017).

Secondary social studies aim to learn enough knowledge and skills to engage effectively in
the country and the world. The secondary level views Social Studies as an evolving
horizon, combining geography, history, economics, and other social sciences into one
horizon. Social studies at the secondary level are summarized as follows: Grade 7- Asian
Studies, Grade 8- World History, Grade 9- Economics, Grade 10- Contemporary Issues
(Serafico-Reyes et al., 2019)

Social Studies Historical Background

Social Studies was lasted almost 100 years as the foundation of American education. (Saxe,
n.d.) In the Philippines, Social Studies is taught because they develop social awareness,
promote democratic effectiveness, teach critical thinking, instill character and provide
students with an understanding of their position as citizens in their country (Acuril K.,
2017).

The concept of attitude

An attitude refers to the emotions associated with an individual, entity, event, or concept.
(Ali, 2020) Being a good learner begins with a positive attitude towards studying. A
positive attitude allows you to calm, recall, concentrate and absorb learning while you
learn. You can embrace new perspectives and consider a variety of learning opportunities.
And as you see possibilities, anticipation grows in learning about a subject (Alberta, 2015).

The concept of motivation

Motivation can influence the motives or objectives which underlie their participation or
non-participation in academic activities (Pivotal, 2016). Students are more driven to study
and may persevere as a learner to get better results. If a student is motivated, a student can
learn more deeply, perform well in classes and on assessments; the topics they know can
increase engagement and lead to positive attitudes (Silva, V. 2020).

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The Concept of Perception
Our perceptions are what shape our world experiences. (Privitera A.J , 2011) and
Perceptions of students are their ideas, ideas, and feelings about people, situations, and
events (Hazari A., 2014)

Hornby defines perception as "a concept, belief, or image that you have due to how you
perceive (Hornby, A.S. 2005). The framework for explaining perceptions developed in the
current study is based on research on beliefs. Thus, Teachers' beliefs are defined as "the
information, attitudes, values, expectations, ideas, and assumptions about teaching and
learning that they accumulate through time and bring into the classroom."(Richards,
1998:66 cited in Zacharias, 2003: 54).

Relevance of Social Studies

In today's world, Social Studies is critical. It is the foundation of social development in the
world. It acts as a catalyst for change, transforming an individual into a productive citizen
of the country. Social studies is still necessary today because it imparts awareness,
facilitates the development of values, fosters cultural sensitivity, promotes group
engagement, and broadens one's global perspective. "Araling Panlipunan" promotes
cultural heritage, encourages economic productivity, provides valuable knowledge, and
transports people back in time (Rogayan, 2017).

Strategies and Methods used by the Teachers

The material and method of social studies is a positive and essential aspect of education.
With social studies at the core of curricula, it is hoped that education will concentrate on
the creation of healthy, productive, and ethical students who will approach their
environment in a reflective manner (Mindes, 2005)

Stimulation, classroom, investigation, project, dramatizations, field trips, conversation,

lecture method, problem-solving, dramatization, and home assignment are some methods
used to teach Social Studies. If teachers exert efforts to recognize and make extensive use
of instructional materials and methods, both content and tools, learning can be made less
repetitive and more practical (Sivakumar, 2018).

Exploration of detailed questions that challenge students' reasoning should be part of

social studies instruction. It entails looking beyond a learner with a specific challenge in
mind and asking insightful questions. Teachers must learn how to prepare questions that
will entice students to participate in discussions. (Zemelman, Daniels & Hyde, 1998:140-
141). Kılınç and Çalışkan 2015)

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Teachers' lack of interest in teaching contentious subjects, teachers' inability to provide
needed assistance to students, to use various teaching strategies in teaching Social Studies
courses, and poor teaching were discovered to be factors that influence students' attitudes
toward Social Studies and learning resources. (Mensah, 2019).

Social Studies as Interesting Subject

Social Studies is an interesting Subject because students would understand the wide
world, critical perspective, and the functions of social institutions around them. (Børhaug
& Borgund, 2018)

1.7 Review of the Related Studies

Motivation affects student learning

When students are not encouraged to attend classes, they can contribute to learning
challenges, poor learning outcomes, and even dropouts. However, motivation can differ
from one school to another. School subjects have their justifications. For instance, to learn
how students respond to the school, motivation for various subjects is an important topic.
(Børhaug & Borgund, 2018)

Attitude and motivation are significant elements of learning. If students are motivated by
attitudes, they can learn quickly and willingly, and the learning process will become
interesting. Various studies show that teachers will motivate their students to understand.
It is said that attitude and motivation are essential aspects of a successful teaching and
learning process. The instructor, who is a subject matter specialist, is only able to show the
students why and how important, interesting, and valuable the subject matter is to
understand. (Prashant & Pawar, 2017)

Motivation affects how and when people learn as well as how they do. Their study found
that motivated students are engaged in the activity with intensity and feeling. In contrast,
unmotivated students procrastinate and indicate in other ways that they would like to do
something else. The student's motivation is made up of factors that can be categorized
together as intrinsic or internal factors and as extrinsic or external factors. An internally
motivated student acts "for their own sake, for their enjoyment, learning or feeling of
achievement." Student interest, self-efficacy, achievement needs, achievement goals,
expectations and values, and failure avoidance are the intrinsic factors, while the external
factors include the home environment, the school environment, the conditions of the
teacher, and the peer group. Teacher Thought Motivation Theory explains that both

6
intrinsic and extrinsic is a central factor in students' achievement at all levels in their
education. Many research studies have shown the relationship between the motivation of
students and their attitude toward social studies,( Ogene, & Nnamani, Ven. S. C., 2015).
Teaching and learning Methods of Social Studies
According to the study of (A. & Nnamani, 2015), the research revealed that the secondary
school students preferred multiple instructional methods, not only lecture methods. It is
suggested that social studies with a mixture of different teaching approaches make the
classroom more engaging, and the achievement of the curriculum and the educational
goals are more assured. Respondents noted that traditional approaches such as lecture
method, note-taking method, story-telling method, questioning, interpretation, and
exposure methods make social studies classroom teaching passive. Consequently, teaching
methods like lecture methods should not directly engage students in teaching. Students
favor the use of learning-centered teaching approaches in the teaching and learning of
social studies to the use of traditional teaching methods in the teaching and learning of
social studies to allow classroom engagement passive.

Social Studies as a Teacher-centered

Students do not have enough chances to improve their critical thinking and problem-
solving skills because the teacher has absolute power and is in control of learning (Serin
Hamdi, 2018). In today's changing environment, students need to fully comprehend the
geographical and historical structure of societies that have risen significantly. One of the
programs that aim to fulfill this need is social studies, according to a study by (Kaya E.,
2012).

the study of (Nnamani, 2015) where the secondary school students revealed that students
must prefer multiple instructions rather than teacher-centered instruction. There are low
results for traditional ways of teaching of social studies and teaching-centered methods
like lecture method should not directly engage students in education.

Social Studies must be Student-centered

The fundamental aim of teaching social studies in secondary schools, according to the
National Council for the Social Studies (2021), is to help students become responsible,
critical, reflective, and engaged citizens who could make knowledgeable and reasoned
decisions about societal challenges facing the local, state, and global communities,
respectively. learner-centered teaching encourages students to develop context and
understanding throughout the learning process consciously; this can be a powerful tool for
achieving the important goals of social studies education. (Evans et al., n.d.)

the students agreed that social studies is an academic area responsible for delivering civic
education that student-centered emphasizes the necessity of focusing on what students do
and why they believe they are doing it rather than what the instructor does (Asoodeh et
al., 2012).

Instructional resources use in teaching and learning Social Studies.

7
(Mehmet A., 2005) conclude that social studies teachers should take into consideration
new teaching aids to promote learning to meet the goals of the 21st century and lessons,
learning skills, importance of the content, among other things, so as not to be carried away
by the attractiveness and physical presence of the materials that create understanding by
the subject itself.
Dramatization, role play, and field trip arouses interest in Social Studies
Dramatization, role play, seminars, and field trips which were well and coordinated, can
indeed be effective instructional strategies for middle school students, leading to increased
academic subject understanding as well as personal development (Finchum W, 2013).
Furthermore, Dramatizations, field trips, and role-play are some of the approaches used to
teach Social Studies. The student’s age, skill, and interest should be taken into account
when selecting and deciding on appropriate resources. As school instructional materials
become accessible, they must be well organized and enforced to use. (Sivakumar, 2018)

Resource Speaker or person in Social Studies class

Resource speakers in social studies class may help students understand the personal
experiences behind subjects that may help them in career and molding there for the future.
Speakers may be describing a specific area of the workplace or how society works. In
addition, they might be discussing a current issue or anything relating to a subject or topic
the pupils are studying, according to Percy, Rehill & Kashefpakdel (2019) 

Theories on Attitudes in Student Learning 

Positive attitudes towards any subject are also seen to increase the students' interest in the
subject and their ability to learn. It demonstrates that students' attitude toward learning
has given their interest in learning events. The students' belief in information learning was
found to be a significant factor in their success. Positive attitudes led to positive action
towards courses of study, with learners engaging themselves in courses and seeking to
learn more. Learners were also found to be more motivated to solve problems, obtain
knowledge and abilities that are valuable for everyday life, and communicate for others
while meeting the expectations of the courses in terms of behavior, emotion, and
psychomotor skills. (Kara, 2009).

Students Attitude toward Student Learning in Social Studies

According to a study, attitudes towards learning are essential influences in the target goal
of learners, their ability to solve problems, their belief in learning, their inner and external
interest in the learning process, and all the academic success they perform (Sen, 2013)

It is essential to identify students' attitudes toward learning because attitudes constantly

construct thoughts, feelings, and actions regarding a psychological entity. Attitudes are
expressions of the positive or negative perception of items, persons, or activities. Attitudes
represent an individual's feelings about something (Üstüner, 2017). 

The instinct to think, feel, or behave positively or negatively toward things in our
environment is an attitude. Positive or negative attitudes regarding the object and the
intensity of the effect are co-related to the content of the associated cognitive framework,
which determines actions, affects perception, and teacher education (Salta and Tzougraki,
2004).
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Hansberry & Moroz, n.d.) presented in the literature review. They found significant
differences where Female students were also more positive about the importance and
usefulness of social studies and they more positive on their subjects.

The findings of Samit,Kumar Halder, et.al (2014), which state that attitude is the belief that
one has towards people and surroundings. In the case of education, students' positive
attitude may influence their academic achievement. It showed a low negative relationship
between attitude toward education and educational attainment that is not statistically
important.

In the study conducted by (Mensah & Frimpong, 2020), It is shown that English,
mathematics, and reading ahead in social studies. Participants characterized social studies
as dull and far from something they could relate to in their lives. This condition can lead to
poor student success in social studies, 110-grade students - 112 grade students to ascertain
their views on different subject areas. 

 Two factors have a significant impact on student attitudes toward Social Studies courses
and related factors: (a) active involvement and willingness of the teacher; and (b) the
perceived importance of the subject area (Tanner, 2009: 141)

The active involvement of the students in the class all impacts the students' attitudes
toward the Social Studies lesson (Demirkaya and Arbaş, 2004). They stated that social
studies were the school topic that encompassed the most political, geographic, historical,
and sociological dimensions of citizenship. (Saif N.A. Almaamari & Menter, 2013)

Student Perceptions toward Social Studies

Based on a study by National Council for Social Studies (2009), Student’s perceptions are
less interested in studying social studies because they view the topic to be simple and
hence do not feel the necessity to study it and pay attention to it critically. This
demonstrates that pupils have a negative attitude about the study of social studies and, as
a result, pay little attention to it.

In the social studies classroom, student’s perception in learning social studies is to bring
their own perspectives, cultures, and experiences. Through active inquiry and
involvement with their school and community, they develop meaning in the context of
their lived experience. In this regard, including current events, topics, and concerns within
social studies is critical (Alberta ,2005).

Social Studies as Citizenship Education

Social studies is the only subject area with a primary responsibility of providing
citizenship education. It is evident in the study of (Saif N.A. Almaamari & Menter, 2013)
that social studies were the school topic that encompassed the most political, geographic,
historical, and sociological qualities of citizenship. Social Studies emphasize the societal
arena, which is the essential quality of a "good citizen." In short, Social Studies as
Citizenship education is primarily necessary for education to determine the political
experiences of its people.

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Social Studies as least favorite Subject
According to Guimba, Aguino & Abbas (2016) it is common for students to disregard
Social Studies as an essential topic or as one of their favorite subjects to study. The
variation stems from the fact that attitude formation may occur in a wide range of
circumstances. It is critical to understand that education has no role in imposing mandated
attitude modification. The best approach is to consider attitude development, in which the
learner can develop attitudes on a well-informed foundation while engaged in rich
academic skills.

1.8 Conceptual Framework

In this section, it showed the conceptual paradigm to present the figure in this study:
IV DV

Student Attitudes Social Studies in terms of:

Teaching and
and Perceptions Learning

Methods used by
teachers in teaching and
learning of Social Studies

Figure 1. The conceptual framework of this research is entitled “Students Attitudes towards Social
Studies in Junior High Public Schools.”
Student attitudes as an independent variable refers to feelings, values, and behaviors
towards learning. Student attitudes affect student learning. The dependent variable of this
research was the social studies subject in Junior High School. Its scope was the teaching
and learning of students, methods used by the teachers in teaching and learning, the
significant relationship of profile to teaching and learning of social studies. 

10
2. Methods

2.1 Research Design

This study focused on the student attitudes and perceptions variables because of time and
the pandemic constraints. The researchers determined the students’ attitudes, perceptions,
and the significant relationship of the profile of the students through the use of a
correlational research design. Fraenkel and Wallen (2009) emphasized the Correlational
research is a study that determined the association between two or more factors and their
cause and effect. Furthermore, the researchers used this design to determine the significant
relationship of the profile of the respondents in their attitudes and correlated the
participant's answer to the subject of study. There is no attempt to manipulate the
participants in this study. This design investigated the student’s attitudes and perceptions
in the teaching and learning of Social Studies in selected students from Public Junior High
schools.

2.2 Research Participants

The research identified the Public High School Students Perceptions and Attitudes
towards the Teaching and Learning of Social Studies. The selected Public Junior High
School were involved as a participant of the study. The target participants consisted of
selected Junior High Public-School students from Grade 7 to Grade 10 in the Academic
year 2020-2021. The sample size used by the researchers in the study is aligned with
Fraenkel and Wallen technique. According to Frankael and Wallen (2009), The minimum
appropriate sample size for correlational analysis is 30. They further stated that if the data
collected from a survey is less than 30, the degree of correlation can be incorrectly
calculated. As a result, a sample size greater than 30 will produce significant outcomes.
The researchers conducted a survey questionnaire to more than 30 accessible populations
with the required minimum sample size. Based on those figures, selected participants
from each grade level (Grade 7-10) in Junior High School Public School Students are the
required sample size of the population. In the selection of participants, convenience
sampling is considered and employed. The researchers chose a particular group of people
conveniently for study based on their availability. Due to the time constraints and the
current risks brought by the pandemic, the researchers did not permit to conduct their
research through face-to-face interaction in their selected public schools. As an alternative,
they were conveniently select students and gathered the data online to collect the data
from the participants. No inducement has been made, and the researchers informed the
participants through informed consent about the nature of the study, confidentiality
including any risks or harm that study may create. The researchers focused on selected
students from Public Junior High School, mainly from Porac, Pampanga. There is no
geographical consideration applied in this study.

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2.3 Research Instrument
The researchers used an adapted and modified research survey questionnaire from the
study of Evans M. Teye in the gathered data. The researchers prepared their instrument
through the requirements in the designing of the good data collection instrument. The
researchers concluded answers to the following research questions: 1) Informed Consent,
2) Profile of Respondents; 3) Questionnaires/Statements. The questionnaires/statements
measured the Junior High Public-School Students' particular perceptions and attitudes
toward the subject, Social Studies, through the total of more than 30 respondents who
were conveniently selected as participants. The survey questionnaire was used as the
main tool for data gathering. Therefore, the survey was outlined into the seventeen
statements in the questionnaire. The Survey administration was used as an appropriate
method for the study. The respondents were asked the following questions to elicit
answers to determine the attitudes toward the subject, Social Studies. The instrument
purpose determined the participants about the students’ perceptions in perceived teaching
and learning of Social Studies, describe the attitudes towards the methods used by
teachers to students in teaching and learning Social Studies, and the significant
relationship of the students in terms of their socio-demographic profile. the
questions/statements that were asked in the online survey form content (See appendix G).

2.4 Validation of the Instrument

The research instrument was adapted from a self-developed questionnaire of Evans M.
Teye in 2017. The researchers adapted and modified the questionnaire. The primary goal
of the proponent from the adapted instrument determined students' attitudes toward the
teaching and learning of school subjects, particularly in Social Studies. The researchers e-
mailed the said author to allow the researchers to use and modify the questionnaire. The
proponent of the study confirmed the use of the survey questionnaire to be adapted and
modified (As seen on appendix A-F). The questionnaire developed for the research was
validated for both face and content validity. In the study's validation process, copies of the
questionnaire and research questions were distributed to Social Studies, Professional
Education, and Filipino professionals. These experts closely reviewed the study
questionnaire that ensured the instrument's appropriateness and adequacy of the modified
questionnaire. The questionnaire consisted of four sections: SECTION A, composed of
items 1-4, allows respondents to provide the background information such as the optional
name of the respondent, gender, grade level, and the final grade in social studies in their
previous academic year. SECTION B, composed of items 5-11, consists of seven short
statements intended to elicit student feedback on their perceptions of social studies
teaching and learning. SECTION C, composed of 12-17, consists of seven short statements.
It provided students with knowledge about their attitudes towards teacher approaches in
teaching and learning social studies. Furthermore, respondents responded thru online

12
google forms; questionnaires that collected as many responses as possible in the shortest
amount of time.

2.5 Data Gathering Procedure

The study determined Public Junior High School Students Perceptions and Attitudes
towards the Teaching and Learning of Social Studies in the Academic Year 2020-2021.
Before collected data, the researchers obtained permission through a letter, which the
researchers gave then. The researchers sought permission from the research advisor to
distribute questionnaires to the respondents. After established proper coordination,
questionnaires were distributed to respondents through an online platform. A Filipino
validated translated questionnaire is indicated in the questionnaire so that the JHS
students can understand the statements. Attached in the online form is the respondent's
permission who participated in the research, including the risks, benefits, and
confidentiality of the study. The researchers set inclusion and exclusion criteria for the
respondents. In the Inclusion criteria, selected Public Junior High schools from Grade 7-10
who took online classes participated in this study. The researchers determined public JHS
students for the convenience purpose of this study. In exclusion, the researchers did not
include Private Schools, and the respondents were not forced to answer the questionnaires
to obtain accurate responses for the study's reliability. The data were collected with the
utmost confidentiality. The researchers drafted the data gathered through questionnaires
to determine the statistical analysis and interpretation of the data gathered. After the data
gathering, the researchers collected data for the tabulation and applied the statistical
treatment.

2.6 Statistical Treatment

The researchers statically analyzed the problem statement. Microsoft Excel 2019 used the
researchers in the tabulated data, and a Licensed IBM SPSS Statistics version 25 was used
for statistical treatment in presenting the complex statistical data analysis. The in-depth
explanation for statistical treatment were found in the Presentation and Interpretation of
the Findings.

13
3. Presentation and Interpretation of Findings

3.1 Data Analysis

The data that were collected from the 115 respondents using Google Form were
transposed into MS Excel. The data were given appropriate numerical code then
transposed into Licensed IBM SPSS Statistics version 25 for statistical treatment and
analysis. The ratings in the negatively stated items in the questionnaire for the perceptions
of the respondents on the teaching and learning of social studies and attitudes of the
respondents towards the method used by teachers in teaching and learning Social Studies
were recorded in reversed value.
The statistical tools such as frequency (f), and percentage (%) distributions were
used in the treatment and presentation of the profile of the respondents. The mean ( x́ ) and
standard deviation (sd) were used in describing the perceptions of the respondents on the
teaching and learning of social studies and their attitudes towards the method used by
teachers in teaching and learning Social Studies with the x́ range and description as
follows:
x́ Range Description

3.50 - 4.00 Strongly Agree (SA)

2.50 - 3.49 Agree (A)
1.50 - 2.49 Somewhat Disagree (SD)
1.00 - 1.49 Disagree (D)

To test the significant relationship between the perceptions of the respondents on

the teaching and learning of social studies and their attitudes towards the method used by
teachers in teaching and learning Social Studies and their profile in terms of grade level
and final grade in Social Studies (ordinal data), the Spearman’s rho test was used; while in
terms of gender (nominal data), the Pearson's Chi-square test was used. The p-value less
than or equal to .05 is considered significant.
The strength of correlation by Dancey and Reidy (2004) was utilized to interpret
the obtained correlation coefficient value:
Correlation/Contingency Direction and Strength of Correlation
Coefficient Value

1.00 Perfect (+/-) correlation

0.70 to 0.99 Strong (+/-) correlation
0.40 to 0.69 Moderate (+/-) correlation
0.10 to 0.39 Weak (+/-) correlation
.00 to 0.09 No correlation

14
15
 3.2 Results
The data gathered were organized and processed using the appropriate statistical
tools which revealed the following significant results:

I. Socio-Demographic Profile of the Respondents

Table 1 shows the profile of the respondents in terms of gender, grade level, and
final grade in Social Studies during AY 2019-2020.
Gender. Among the 115 respondents of the study, 61 or 53% were female while the
other 54 or 47% were male. The result indicates the predominance of the female students
who participated in the study.
Grade level. The respondents of this study were the Junior High School students.
Among these students, 21 or 18.3% were Grade 7 taking Asian Studies in Social Studies, 32
or 27.8% were Grade 8 taking World History in Social Studies, 27 or 23.5% were Grade 9
taking Economics in Social Studies, and 35 or 30.4% were Grade 10 taking Contemporary
Issues in Social Studies.
Final grade in Social Studies. The analysis on the final grade of the respondents in
social studies subject during the school year 2019-2020 showed that majority of them (74 or
64.3%) have grades ranging from 81% to 90%. There were also 35 or 30.4% of the
respondents who have grades in social studies ranging from 91% to 100%, while there
were six (6) or 5.2% with the grade ranging from 76% to 80%. No one among them with a
grade of below 75%.

Table 1. Profile of the Respondents

Gender f %
Male 54 47.0
Female 61 53.0
Total 115 100.0
Grade Level f %
Grade 7- taking Asian Studies in Social Studies 21 18.3
Grade 8- taking World History in Social Studies 32 27.8
Grade 9- taking Economics in Social Studies 27 23.5
Grade 10- taking Contemporary Issues in Social
35 30.4
Studies
Total 115 100.0
Final Grade in Social Studies during AY 2019-2020 f %
Below 75 - -
Ranging from 76-80 6 5.2
Ranging from 81-90 74 64.3
Ranging from 91-100 35 30.4
Total 115 100.0

16
II. Respondents' Perceptions on the Teaching and Learning of Social Studies
The result of the analysis on how the respondents perceived the teaching and
learning of Social Studies was presented in Table 2. The result revealed that the
respondents strongly agreed that they believed that the social studies was the only subject
area with primary responsibility of providing citizenship education ( x́ =3.67, sd=.56); and
that social studies helped them shape lives for their future ( x́ =3.56, sd=.70). In addition, the
respondents agreed that they allocated much time in studying of social studies ( x́ =3.34,
sd=.67); social studies was the easiest subject ( x́ =2.91, sd=.95); that social studies was
relevant and important, therefore should be taken as part of the school curriculum ( x́ =2.78,
sd=1.25); and that they were very interested in learning social studies ( x́ =2.54, sd=1.09).
However, the result revealed that the respondents somewhat disagreed that social studies
should be studied not only by the elementary pupils but by other students as well ( x́ =2.29,
sd=1.34). In general, the respondents have perceived positively ( x́ =3.01, sd=.40) the teaching
and learning of Social Studies.

Table 2. Respondents' Perceptions on the Teaching and Learning of Social Studies

Perceptions on the Teaching and Descriptio
D SD A SA x́ sd
Learning of Social Studies n
1. I believed that the social studies is the
only subject area with primary Strongly
0 5 28 82 3.67 .56
responsibility of providing citizenship Agree
education.
2. I am very interested in learning social
22 40 22 31 2.54 1.09 Agree
studies *
3. Social Studies is the easiest subject 9 30 38 38 2.91 .95 Agree
4. Social Studies is relevant and important,
therefore should be taken as part of the 25 29 7 54 2.78 1.25 Agree
school curriculum *
5. Social Studies helps me shape lives for Strongly
3 5 32 75 3.56 .70
my future. Agree
6. I allocate much time in studying of
1 10 53 51 3.34 .67 Agree
Social Studies
7. Social Studies should be studied not
Somewhat
only by the elementary pupils but by 52 16 9 38 2.29 1.34
Disagree
other students as well.*
Mean 3.01 .40 Agree
N=115;D= Disagree, SD=Somewhat Disagree, A=Agree, SA=Strongly Agree
*These were negatively stated items in the questionnaire. The original ratings were recorded in
reverse values and the statements were rewritten in positive statements.

17
III. Respondents' Attitudes towards the Method Used by Teachers in Teaching and
Learning Social Studies
The result of the analysis on the attitudes of the respondents towards the method
used by their teachers in teaching and learning Social Studies was presented in Table 3.
The result revealed that the respondents strongly agreed that they learned so much in
student-centered method to enhance their understanding in Social Studies ( x́ =3.65, sd=.56);
and they felt happy when their teacher invited a resource person in a Social Studies Class (
x́ =3.56, sd=.56).
In addition, the respondents agreed that dramatization, role play and field trip
arouses their interest in Social Studies ( x́ =3.48, sd=.65); and they believed that the ideal
Social Studies classroom is Teacher-centered ( x́ =3.30, sd=.82). However, the result revealed
that the respondents somewhat disagreed that they were well-behaved and orderly when
they provided an answer through discussion method ( x́ =2.47, sd=1.05); and lecture method
made Social Studies on their online class/ modular learning/classroom interesting ( x́ =2.25,
sd=1.04). In general, the respondents have positive attitude ( x́ =3.01, sd=.40) towards the
method used by their teachers in teaching and learning social studies.

Table 3. Respondents' Attitudes towards the Method Used by Teachers in Teaching and
Learning Social Studies

Attitudes Towards the Method Used by

Teachers in Teaching and Learning of D SD A SA x́ sd Description
Social Studies
1. I believed that the ideal Social Studies
3 17 37 58 3.30 .82 Agree
classroom is Teacher-centered
2. Lecture method makes Social Studies on
Somewhat
our online class/ modular 35 32 32 16 2.25 1.04
Disagree
learning/classroom interesting*
3. Dramatization, role play and field trip
2 4 46 63 3.48 .65 Agree
arouses my interest in Social Studies
4. I learn so much in student-centered
Strongly
method to enhance my understanding 0 5 30 80 3.65 .56
Agree
in Social Studies.
5. I am well-behaved and orderly when I
Somewhat
provide an answer through discussion 23 41 25 26 2.47 1.05
Disagree
method.*
6. I feel happy when our teacher invites a
Strongly
resource person in a Social Studies 0 4 43 68 3.56 .56
Agree
Class.
Mean 3.12 .32 Agree
N=115;D= Disagree, SD=Somewhat Disagree, A=Agree, SA=Strongly Agree
*These were negatively stated items in the questionnaire. The original ratings were recorded in
reverse values and the statements were rewritten in positive statements.

18
IV. Test of Relationship between the Respondents' Profile and their Perceptions on
the Teaching and Learning of Social Studies
The result of the test of correlation between the perceptions of the respondents
towards the teaching and learning of social studies and their profile in terms of gender,
grade level, and final grade in social studies was presented in Table 4.1
Gender. The result of the Pearson's chi-square test of association revealed weak
positive significant relationship between the perceptions of the respondents towards the
teaching and learning of social studies and their gender in this indicator: "Social Studies
should be studied not only by the elementary pupils but by other students as well" (p = .
045, x(1) = .256).
The crosstab result indicates that, the male respondents perceived significantly
higher than the female respondents that social studies should be studied not only by the
elementary pupils but also by the other students in the higher level of education as well.
The rest of the indicators of the perceptions of the respondents towards the teaching and
learning of social studies are not correlated to their gender.
Grade level. The result of the Spearman’s rho test of correlation between the
perceptions of the respondents towards the teaching and learning of social studies and
their grade level revealed p values >.05 level of significance in all indicators, thus the null
hypothesis was failed to reject. This indicates that the grade level of the respondents is not
correlated to their perceptions towards the teaching and learning of social studies.
Final grade. The result of the Spearman's rho test of correlation revealed weak
negative significant relationship between the perceptions of the respondents towards the
teaching and learning of social studies and their final grade in social studies during the
previous school year in the following indicators: “I believed that the social studies is the
only subject area with primary responsibility of providing citizenship education” (p = .009,
r = -.243); and “Social Studies is the easiest subject” (p <.001, r = -.326). These indicate that
the final grade of the respondents is inversely correlated to their perceptions towards these
indicators. This signifies that, the respondents who have high final grades in social studies
last school year, have low perceptions that the social studies is the only subject area with
primary responsibility of providing citizenship education, and it is the easiest subject and
vice versa. However, the weak degree of correlation indicates that the final grades
accounts for only little variation and there are other variables that are more correlated to
their perceptions in the teaching and learning of social studies.
In addition, the result of the test of correlation revealed weak positive significant
relationship in the following indicators: “Social Studies is relevant and important,
therefore should be taken as part of the school curriculum” (p = .031, r = .201); "I am very
interested in learning social studies" (p = .026, r = .208); and “Social Studies should be
studied not only by elementary pupils but by other students as well” (p = .006, r = .256).
This indicates that, the respondents who have high final grades in social studies last school
year, have high perceptions that social studies is relevant and important, therefore should
be taken as part of the school curriculum; have high interest in learning social studies, and
have high perceptions that social studies should be studied not only by elementary pupils
but by other students as well and vice versa. However, the weak degree of correlation
indicates that the final grades accounts for only little variation and there are other
variables that are more correlated to their perceptions in the teaching and learning of
social studies.
19
 The rest of the indicators of the perceptions of the respondents towards the
teaching and learning of social studies are not correlated to their final grade in social
studies last school year.

Table 4.1 Test of Relationship between the Respondents' Profile and their Perceptions
on the Teaching and Learning of Social Studies

Profile of the Respondents

Perceptions on the Teaching and Grade Final
Gender
Learning of Social Studies Level Grade
x(df) p r p r p
1. I believed that the social studies is the
only subject area with primary -.243*
.130 .375 -.003 .978 .009
responsibility of providing citizenship *
education.
2. I am very interested in learning social
.192 .220 .035 .713 .208* .026
studies.
-.326*
3. Social Studies is the easiest subject .194 .214 .040 .674 .000
*
4. Social Studies is relevant and
important, therefore should be taken as .114 .676 .054 .565 .201* .031
part of the school curriculum.
5. Social Studies helps me shape lives for
.081 .858 -.055 .557 -.128 .174
my future.
6. I allocate much time in studying of
.129 .584 -.021 .823 -.078 .405
Social Studies
7. Social Studies should be studied not
only by the elementary pupils but by .256* .045 -.097 .300 .256** .006
other students as well.
Strongly
Disagree Neutral Agree
Crosstab Gender Agree
f (%) f (%) f (%)
f (%)
7. Social Studies should be studied Male 17 (31.5%) 9 (16.7%) 6 (11.1%) 22 (40.7%)
not only by elementary pupils but by
other students as well. Female 35 (57.4%) 7 (11.5%) 3 (4.9%) 16 (26.2%)

**. Correlation is significant at the 0.01 level (2-tailed) p <.01

*. Correlation is significant at the 0.05 level (2-tailed) p <.05

20
Test of Relationship between the Respondents' Profile and their Attitudes towards the
Method Used by Teachers in Teaching and Learning of Social Studies
The result of the test of correlation between the attitudes of the respondents
towards the method used by their teachers in teaching and learning of social studies and
their profile in terms of gender, grade level, and final grade in social studies was presented
in Table 4.2.
Gender. The result of the Pearson's chi-square test of association between the
attitudes of the respondents towards the method used by their teachers in teaching and
learning of social studies and their gender revealed p values >.05 level of significance in all
indicators, thus the null hypothesis was failed to reject. This indicates that the
respondents’ gender is not correlated to their attitudes towards the method used by their
teachers in teaching and learning of social studies.
Grade level. The result of the Spearman’s rho test of correlation revealed weak
negative significant relationship between the attitudes of the respondents towards the
method used by their teachers in teaching and learning of social studies and their grade
level in this indicator: “I feel happy when our teacher invites a resource person in a Social
Studies Class” (p = .008, r = -.246).These indicate that the grade level of the respondents is
inversely correlated to their perceptions towards this indicator. This signifies that, the
respondents who are in the higher grade level, feel less happy when their teacher invites a
resource person in a Social Studies class and vice versa. However, the weak degree of
correlation indicates that the grade level accounts for only little variation and there are
other variables that are more correlated to their feeling when their teacher invites a
resource person in a Social Studies class.
The rest of the indicators of the attitudes of the respondents towards the method
used by their teachers in teaching and learning of social studies are not correlated to their
grade level.
Final grade. The result of the Spearman's rho test of correlation revealed weak
positive significant relationship between the attitudes of the respondents towards the
method used by their teachers in teaching and learning of social studies and their final
grade in the following indicators: “Lecture method makes Social Studies on our online
class/ modular learning/classroom interesting” (p = .021, r = .215); and “I feel happy when
our teacher invites a resource person in a Social Studies class” (p = .023, r = .212). This
indicates that, the respondents who have high final grades in social studies last school
year, have high perceptions that lecture method makes Social Studies on their online class/
modular learning/classroom interesting; and they feel happier when their teacher invites a
resource person in a Social Studies class and vice versa. However, the weak degree of
correlation indicates that the final grades accounts for only little variation and there are
other variables that are more correlated to their perceptions in the teaching and learning of
social studies.
The rest of the indicators of the attitudes of the respondents towards the method
used by their teachers in teaching and learning of social studies are not correlated to their
final grade in social studies last school year.

21
 Table 4.2 Test of Relationship between the Respondents' Profile and their Attitudes
towards the Method Used by Teachers in Teaching and Learning of Social Studies

Attitudes Towards the Method Used by

Teachers in Teaching and Learning of Gender Grade Level Final Grade
Social Studies
x(df) p r p r p
1. I believed that the ideal Social Studies
.132 .563 -.083 .381 -.034 .720
classroom is Teacher-centered
2. Lecture method makes Social Studies on
our online class/ modular .162 .374 .070 .455 .215* .021
learning/classroom interesting
3. Dramatization, role play and field trip
.182 .266 -.161 .086 .014 .879
arouses my interest in Social Studies
4. I learn so much in student-centered
method to enhance my understanding .140 .314 -.148 .115 -.031 .743
in Social Studies.
5. I am well-behaved and orderly when I
provide an answer through discussion .095 .789 -.122 .193 .156 .096
method.
6. I feel happy when our teacher invites a
resource person in a Social Studies .139 .320 -.246** .008 .212* .023
Class.
**. Correlation is significant at the 0.01 level (2-tailed) p <.01
*. Correlation is significant at the 0.05 level (2-tailed) p <.05

22
4. DISCUSSION
Summary of the Findings

The study's objective determined the Public High School Students Perceptions and
Attitudes towards the Teaching and Learning of Social Studies. The study hypothesized a
positive student attitudes and perceptions towards Social Studies and identified no
significant relationship between the students’ perceptions and their attitudes toward the
teaching and learning of social studies in Public Junior High School. For the main analysis,
the study's findings showed there is no significant relationship between the profile of the
students and their attitudes towards the teaching and learning of social studies.

In the result of describing the respondents' socio-demographic profile, the respondents'

responses revealed a predominance of female students participating in the study rather
than males, and the research was conducted among the selected Junior High Public-School
Students from Grade 7-10. Most of the participants are from Grade 10 took Contemporary
Issues. It was also presented the Final grade in Social Studies have a majority of 81-90%
which indicates that the students are in approaching proficient and proficient level based
on their general average or final grade in social studies during A.Y 2019-2020. These
findings are aligned with the study of Teye (2017) presenting the profile of the students
where in the aspect of the background data of the participants were considered in his
study because biographic data of the respondents could identify the majority of the
participants involved and the effect on the study. On one hand, the socio demographic
profile can determine the student’s status on their education in teaching and learning of
social studies. For instance, in their final grade it is evidently shows that students took
Social Studies have a good grade which it means it is also shows that they perceive
positively the subject.

Furthermore, the results revealed that the students’ perceptions had perceived the
teaching and learning of social studies positively. It can be noted that the respondents
believed that social studies were the only subject that provides citizenship education and
helps them shape their lives in the future. This study is congruent with Chiodo and Byford
(2004) conducted a study on students' views toward social studies in a recent study on
students' attitudes toward social studies in the United States. They questioned eighth and
eleventh grade pupils and discovered two major themes. Where in the first theme showed
that a excitement students' perceptions of social studies is positively towards the subject.
However, the results refuted that Students take more ample time to study in Social
Studies, it is the easiest core subject that must be part of the school curriculum, and the
respondents are more interested in the subject. This means that Social Studies viewed
students that in the JHS curriculum Social Studies is the only subject that provided
citizenship’ knowledge and This signifies that student in Public Junior High School Regard

23
Social Studies as an easy topic, which implies that students will not dedicate much
attention to the subject's study, which will undoubtedly have a negative impact on
students' performance in Social Studies.

The result describing the attitudes of the students in teaching and learning of Social
Studies. It was revealed that participants had a positive attitude toward the method used
by teachers in teaching and learning social studies. It showed that they learned too much
in a student-centered method to increase their understanding of Social Studies and they
were happy when their instructor introduced a resource person in a Social Studies class.
This confirmed the views of (Asoodeh et al., 2012) where the students agreed that social
studies is academic area responsible for delivering civic education that student-centered
emphasizes the necessity of focusing on what students do and they believe on their doing
rather than what the instructor does. However, there is a contradiction in the results that
social studies is teacher-centered. It is evident in the study of (Demirkaya& Arbas, 2004),
active involvement of the students has an impact on student attitudes toward Social
Studies Lesson and it was proven in the study of (Ogene & Nnamani, 2015) where the
secondary school students revealed that students must prefer multiple instructions rather
than teacher-centered instruction. There are low results for traditional ways of teaching of
social studies and teaching-centered methods like lecture method should not directly
engage students in education. This result suggests that students favored student-centered
approaches over teacher-centered techniques because student-centered approaches
include students in the lesson, which improves their grasp of the subject.

The test of the relationship between the respondents' profile based on their perception on
the teaching and learning in social studies showed in result that most of the Male
respondents are much more aware than the female respondents that social studies be
studied not only by elementary pupils but also by the other students in higher education
as well. This means that there is a positive significant relationship of the perceptions of the
students in teaching and learning of social studies and their gender. However, the rest of
the indicators found out that there is no correlation of gender based on the respondents'
perceptions toward the teaching and learning of social studies. this contradicts the
findings of (Hansberry & Moroz, n.d.) presented in their literature review. They found
significant differences where Female students were also more positive about the
importance and usefulness of social studies and they more positive on their subjects.

In the result of the relationship of the grade level and perceptions of the respondents
toward the teaching and learning of the studies, it highlights the grade level of the
respondents is not correlated with their perceptions in social studies. In addition, it was
also revealed that the final grade of the respondents has no relation to their perceptions. It
means that the respondents who have high final grades in social studies last academic
year, have low perceptions that social studies is the only subject area with the primary

24
responsibility of providing citizenship education, and it is the easiest subject and vice
versa. Citizenship education is parallel with the study of (Saif N.A. Almaamari & Menter,
2013) that social studies were the school topic that encompassed the most political,
geographic, historical, and sociological qualities of citizenship education.

Moreover, In the test of the relationship of respondents' profile and their attitudes towards
the method used by the teachers, the results showed that the respondents' gender is not
correlated to their attitudes towards the method used by their teachers in teaching and
learning of social studies. It was indicated that the grade level of the respondents has no
relation in any extent to their perception. It means that the respondents who are in the
higher grade level, feel happy when their teacher invites a resource person in a Social
Studies class and vice versa. This implies that when instructors bring in experienced
resource persons to teach some aspect of the curriculum in Social studies, students feel at
ease. It is supported to the study of Percy, Rehill & Kashefpakdel (2019), Resource
speakers in social studies class may help students understand the personal experiences
behind subjects that may help them in career and molding there for the future.
It was also found out that the respondents' attitudes towards the method used by the
teachers are not correlated in their final grade in social studies in the last academic year
(2019-2020). It means that respondents who have high final grades in social studies last
school year have high perceptions that the lecture method makes Social Studies in their
online class/ modular learning/classroom interesting. They feel happier when their teacher
invites a resource person into a Social Studies class and vice versa. The high perceptions
in the lecture method refuted the study of (Oegenei & Nnamani, 2015) wherein the lecture
method is not engaging to the students and it is recommended that the social studies class
must allow classroom engagement passive by means of attractiveness to the subject.

Lastly, the findings have been found out that there is no significant relationship between
the respondents' socio demographic profile and their attitudes toward social studies
teaching and learning. This is similar to the findings of Samit,Kumar Halder, et.al (2014),
which state that attitude is the belief that one has towards people and surroundings. In the
case of education, students' positive attitude may influence their academic achievement. It
showed a low negative relationship between attitude toward education and educational
attainment that is not statistically important. This means that the socio demographic
profile of the respondents have no significant relationship in the students perception and
attitudes toward the teaching and learning of social studies.

Overall, the study revealed that there is no significant relationship between the students
and attitudes of students toward social studies. As a result, the current education system
must address the needs of social studies Public Junior High School students. This present
study may help the “Araling Panlipunan” teachers in Junior High Public Schools fill the
gap and the needs of the Secondary High School learners of social studies. On the one

25
hand, the implications may result for the various researches/ dissertation or study may
also draw similar conclusions from most of our results and would still be useful as local
literature in this topic or assessment for the social studies students in Junior High Public
Schools.

5. CONCLUSION
The present study aimed to identify the attitudes of students toward Social Studies. It
revealed the number of female respondents is higher than the male Junior High School
students. They came from the selected students from Grade 7-10, The Grade 10 students
taking Contemporary Issues are the respondents who got a higher number of participants,
followed by the Grade 8, Grade 9, and the lower number of the respondents came from
Grade 7 level, most of the respondents are approaching proficient and proficient level
based on their general average or final grade in social studies during A.Y 2019-2020.
On the one hand, the study results showed no significant relationship between the profile
of the respondents and their attitudes towards the teaching and learning of social studies.
Students realize the significance of social studies in the Junior High School curriculum as
the only subject that provides citizenship education. Despite this well-established fact,
there are those students favorably perceived positively social studies in terms of
citizenship education, and this subject will be helped them shapes lives for their future
profession, and it is evidently on their final previous academic year grade where their final
grades in social studies are in the level of average. This implies that Social Studies can be
considered as their important or favorite subject in their lives. However, there is a need to
address students’ attention and motivation in engaging the topic seriously. This is
attributed in part to the methods used by professors to teach the topic. The students have
positive attitudes toward the methods used by their teachers. This shows that students
favored the student-centered approach over the teacher-centered method, which means
that students believed that Social Studies in the student-centered method could increase
student’s engagement and positive attitude toward the said subject. As a result, the
primary goal of incorporating Social Studies into the school curriculum is to prepare
students with knowledge about citizenship.

6. RECOMMENDATIONS
Based on the findings and conclusions presented, the following recommendations are
suggested: Teachers in the Public Junior High School must have a rich connection, and
engagement among the students to boost their confidence in learning of Social Studies and
It is hope that teachers should have a training plan on how they can improve the learning
of Social Studies students and should enact policies that require instructors to use learner-
centered instructional strategies which shall be utilized for further improvement of the
teaching and learning of Social Studies. This will encourage teachers to use instructional
pedagogies that engage students in the lesson. In addition, The Department of Education
must address the appropriate design of teaching of Social Studies that respond to learners'
interests and impact students' career ambitions in Public Junior High School. It is also
recommended to conduct studies in different disciplines of learning social studies of the
26
importance of Citizenship Education and other learning areas of this subject among the
students. Lastly, it is highly suggested that the respondents should cover a broader
sample size and to have observation in different Schools that limits on this study due to
time constraints and pandemic.

27
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 ‌

APPENDIX A

PERMISSION TO USE THE INSTRUMENT (ADAPTED QUESTIONNAIRE)

32
33
 APPENDIX B

LETTER OF REQUEST FOR RESEARCH VALIDATION

APPENDIX C:

34
LETTER OF REQUEST FOR RESEARCH VALIDATION(Approval of Validation thru E-
mail)

35
APPENDIX D: LETTER OF REQUEST FOR RESEARCH VALIDATION(Approval of
Validation thru E-mail)

36
APPENDIX E: LETTER OF REQUEST FOR RESEARCH VALIDATION

37
APPENDIX F: LETTER OF REQUEST FOR RESEARCH VALIDATION

38
 APPENDIX G: VALIDATED RESEARCH INSTRUMENT
Research Survey Link: https://forms.gle/sbvXocLiNbHeMQ2n9
A. Respondent’s Profile
A survey on the respondent’s profile is required to provide a description of the
participants. Data on demographic profile includes grade level, gender, and grade in
Social Studies subject in the previous year as the main source of our study.

1. Name (Last name, First name, Middle Initial)

(Optional)
_____________________

2. Gender
o Male
o Female
3. Grade Level: *Choose only one
o Grade 7- taking Asian Studies in Social Studies
o Grade 8- taking World History in Social Studies
o Grade 9- taking Economics in Social Studies
o Grade 10- taking Contemporary Issues in Social Studies
4. Final Grade in Social Studies in the previous (School) year *Choose only one
o Ranging from 91-100
o Ranging from 81-90
o Ranging from 76-80
o Below 75

B. Please tick the appropriate option that best relates in perceiving the teaching and
learning of social studies.

STATEMENT Strongl Agree Somew Disagre

y Agree (A) hat e
(Mga Pahayag)
(SA) (3) Disagre (1)
(4) (Sumasa e (D)
Lubos ng-ayon) (2) (Hindi
na (SD) Sumasa
sumasan (S) (Medyo ng-
g-ayon hindi ayon)
sumasa (HS)
(LS) ng-
ayon)
Hindi
Sumasa
ng-ayon
(MHS)

5. I believed that the social studies is the only

subject area with primary responsibility of
providing citizenship education.
39
Naniniwala ako na ang Araling Panlipunan ay
natatanging asignatura na may pangunahing
responsibilidad na magbigay ng kaalaman sa
pagkamamamayan

6. I am less interested in learning social studies

Hindi ako gaanong interesado sa pag-aaral ng
Araling Panlipunan

7. Social Studies is the easiest subject

Pinakamadaling asignatura ang Araling
Panlipunan.

8. Social Studies is irrelevant and unimportant,

therefore should be taken out of the school
curriculum
Hindi mahalaga at walang katuturan ang
Araling Panlipunan kaya dapat lamang itong
alisin sa kurikulum.

9. Social Studies helps me shape lives for my

future.
Hinuhubog ng Araling Panlipunan ang aking
pagkatao para sa aking hinaharap.

10. I allocate much time in studying of Social

Studies
Naglalaan ako ng oras sa pag-aaral ng Araling
Panlipunan

11. Social Studies should be studied by only

elementary pupils.

Ang Araling Panlipunan ay dapat lamang ituro

o dapat lamang pag-aralan ng mga batang nasa
elementarya.

C. Please tick the appropriate option that best relates in your attitude towards the
methods used by the teachers in teaching and learning social studies.

40
 STATEMENT Strong Agre Some Disagre
ly e what e
(Mga Pahayag)
Agree (A) Disagr (1)
(SA) ee (D)
(2) (Hindi
Lubos Suma (SD) Sumasa
na sang- (Medy ng-
Sumas ayon o hindi ayon)
ang- (S) sumas (HS
ayon ang-
(LS) ayon)
Hindi
Sumas
ang-
ayon
(MHS)

12. I believed that the ideal Social Studies classroom is

Teacher-centered

Naniniwala ako na ang mainam na klasrum o silid-

aralan para sa Araling Panlipunan ay ‘yung kontrolado
ng guro.

13. Lecture method makes Social Studies on our online

class/ modular learning/classroom boring

Nakaboboring o nakawawalan ng interes ang paraang

“Lecture Method” sa aming Araling Panlipunan online
class.

14. Dramatization, role play and field trip arouses my

interest in Social Studies

Nakapupukaw ng interes sa Araling Panlipunan ang

pagsasadula o dula-dulaan at mga field trips o lakbay-
aral.

15. I learn so much in student-centered method to

enhance my understanding in Social Studies.

Marami akong natututunan sa Araling Panlipunan

kapag nakasentro sa pagkatuto ng mga mag-aaral ang
paraang ginagamit.

16. I became unruly and disorderly when I provide an

answer through discussion method.
41
Ako’y naguguluhan at nawawala sa direksyon sa
pagsagot sa paraang talakayan.

17. I feel happy when our teacher invites a resource

person in a Social Studies Class.

Masaya ako kapag may naimbitahang tagapagturo o

“resource person” ang aming guro sa Araling
Panlipunan

APPENDIX H: PERMISSION FOR STUDENT PARTICIPATION IN RESEARCH

42
Title: Students Attitudes towards Social Studies in Selected Students from
Junior High Public Schools

PARTICIPATION:
We, the undersigned, are Third Year Social Studies Major students at
Angeles University Foundation and are currently conducting a research study. A
research study is when people collect a lot of information to learn more about a
specific topic. We are doing this study to learn more about your views and your
attitudes toward the subject, Social Studies.

You are considered as one of our respondents in this research since you are
a Junior High School Student studying in a public school. You will answer an
online survey tool that relates to your learning of Social Studies subjects. You will
given a link to a google form that you need to accomplish once you have agreed
and confirmed your participation. We will ask you tick an answer from the survey
questionnaire provided. It will only take you 10 minutes to answer them. Your
parents can guide you in answering the questions if there is something you don’t
understand. If you have inquiries, feel free to contact us through one of our
researchers, John Lester P. Santiago at 09129998906 or via email at
santiago.johnlester@auf.edu.ph

Please know that your participation in this study is completely voluntary.

You may refuse or withdraw from your participation in the study anytime without
any obligations.

When we are finished with this study, we will write a report about what
was learned. This report will not include your name or mention that you were
included in the study. You may also inquire about the results of the study at any
given time.

RISKS
There are no foreseeable risks in participating in this study.

BENEFITS
You will receive no direct benefit from participating in this study; however,
your responses may help us learn more about our study.

CONFIDENTIALITY AND DATA MANAGEMENT

With this, the researchers will strictly follow the R.A. 10173 or the Data
Privacy Act of 2012 where the information of the participants shall only be seen
and circulated within the researchers, institutional review board, thesis adviser
and will be used for research purposes only. The data can be used for further
43
research about the student’s attitudes towards Social Studies in Selected Students
from Junior High Public Schools.

After 1 year, the gathered data will be disposed by the researchers from the
different storage devices used. Rest assured that the data will be destroyed
permanently and will be made irreversible.

The results of this study will be of great help to the students because once
the results of the study are collected, the data will be used by the teachers and they
will come up with measures to develop the positive attitude of the learners toward
Social Studies that will lead to better performance in the subject.

If you have questions at any time about the study or the procedures, you
may contact us:

Cristia S. Llona John Lester P. Santiago

+63 9531 146 510 +63 912 999 8906
lliona.cristia@auf.edu.ph santiago.johnlester@auf.edu.ph

Daniella Y. Villanueva
+63 9496 531 026
villanueva.daniella@auf.edu.ph

If you decide you want to be in this study, please check the confirmation below:
o I hereby confirm that I have read the above information and all the questions were
properly answered and addressed to my contentment. I clearly understand the nature of
the study. I understand that my involvement in this project is entirely voluntarily and
that I have the freedom to decline or withdraw anytime. I therefore agree to participate
in this study.

44
APPENDIX I: RAW DATA

45
46
47
48
49
50
51
APPENDIX J: STATISTICIAN CERTF ICATION

52