TEACHING IN 21ST CENTURY: INNOVATIVE METHODS

IN TEACHING ARALING PANLIPUNAN

TO SECONDARY STUDENTS

A RESEARCH PROPOSAL SUBMITTED TO THE

COLLEGE OF TEACHER EDUCATION BY
DACAY, LARA MAE M.
DE GUZMAN, JIZIEL C.
DELIGEN, GRACELYN K.
DUYAPAT, VINIA CLEXANE C.
MANGAPAN, RIZA L.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE COURSE

SST 138/138.1: SOCIAL RESEARCH

OCTOBER 2021
 INTRODUCTION

Background of the Study

The Social Studies curriculum over the past one decade has change

drastically both in content and methodology. The Social Sciences subject encompass

diverse concerns of society and include a wide range of content and methodologies

which is drawn from the disciplines of history, geography, political science, economics,

demography, anthropology and sociology. Also, there is an increasing gap between the

curriculum and the student's level of perception. Hence, the Social Studies teachers

needs to acquire competence in his approaches to the teaching of Social Studies. The

teaching and learning process involves some methods and means of enhancing

meaningful learning through the use of instructional resources (Sivakuvar, 2018). But,

selection and organization of resources to enable students to develop critical

understanding of the society is a challenging task. Therefore, there is a need for

innovations in teaching methods. A teacher of Social Studies has to be abreast of the

innovations in teaching methods. Integration of technology in the teaching and learning

process have a significant role in the student/teacher relationship (Rathor, 2015).

The important thing in the integration of technology in teaching Social Studies is

that the learning should be effective by a focus on the students and their proficiency in

which provides aid of technology, not by old school structures and arbitrary, age-based

benchmarks. Technology use and digital media have fundamentally transformed

aspects in education and many education reformers agree that it can and must be an

important part of current efforts to personalize education (Collins & Halverson, 2009).

The integration of technology in teaching Social Studies can help to improve and
enhance the acquisition of knowledge and skills and learning with and about technology

is essential for both students and teachers to gain the competencies to function well in

the 21st century society and workforce.

Methods in Teaching Social Studies

Teaching is a process by which one interacts with another person with the

intention of influencing the learning of that person. It is the interplay between the

teacher and the learners. Though, there are many teaching methods and techniques

associated with the integrated Social Studies, there is no single mode of teaching which

fits all the learning situations. In order to be effective, a teacher of Social Studies has to

be a source of information, and a guide, an organizer of opportunities for learning and a

person who can stimulate any environment for effective learning.

Simulation Method. This is a simplified model of a real-world situation. It is usually used

for teaching concepts and principles that are not easily observable such as theoretical

concepts. They are dynamic and lively ways of presenting ideas, problems, issues and

realities in our past and present societies. It is therefore expected that through this

method, a situation will be created in which activities are presented as if they are real-

life.

Laboratory Method. The Laboratory method in Social Studies involves the employment

of source materials, supplementary references, mechanical devices, audiovisual aids

and many other life-like activities to supplement textbook instructions and to increase

the effectiveness of presentation and mastery. The important point to note in this
method is that the students manipulate concrete objects, equipment and others under

the direction of the teacher.

Inquiry Method. Inquiry or discovery method encourages divergent thinking, allows

students to find out information by themselves and it generates students' enthusiasm at

examining issues logically. The process of inquiry methods involves identification of a

problem, analysis of this information in order to arrive at possible solution and using the

solution to generalize.

Project Method. Project method involves doing concrete things and it is self-motivated.

Project method needs extremely careful planning by the teacher but the aim is to get the

students to co-ordinate his information in an intelligent manner. In Social Studies,

project method can be incorporated in group story, and interpreting and making maps.

Demonstrations. Demonstrations are the repetition of series of planned actions

designed to illustrate certain phenomena. Demonstration can be presented by the

teacher or the students. It can be used either as the starting point for a unit of instruction

in Social Studies or to provide a convincing conclusion.

Question and Answer Method. This is a common teaching method used by teachers.

The teacher in this method ask a question then recognizes one student who answers

the question. The teacher reacts verbally to the students' response. A teacher of Social

Studies employing this method should note that, it needs adequate planning and

handling.

Discussion Methods. This method refers to student-to-student talk with occasional

intervention by the teacher. The method involves the use of small groups of student
where each group will have a leader who initiates the discussion of the issue or subject

matter.

Lecture Method. This method is commonly used by the teacher. This expects the

students to quietly sit and listen and talk about the subject matter.

Problem-Solving Method. This method enables the students to think about a problem,

try to understand the problem and finally evaluate information in order to find solution(s)

to the problem that has been identified.

Dramatization Method. It is one of the most effective methods of stimulating the

students in what they learn. The method allows for a great deal of involvement and

participation by the students physically and mentally.

Construction Method and Field Trips. Field trips involve journey with the students to

observe and investigate situations outside the school. And construction method helps

the students to learn by doing, to be initiative to engage in self-directed activity.

Technology Integration Methods in Teaching Social Studies

Technology tools can extend learning in powerful ways. It is an effective way to

collaborate with students, teachers and experts around the world. Students are often

more actively engaged in academics when technology tools are a seamless part of the

learning process.

Online-Learning and Blended Classrooms. (Dixon, 2009) reported that online video

sharing sites enable students to create and share reflective video journals.
Project-Based Activities Incorporating Technology. This method provides real-word

experiences to learn and use technology. It enables learner to see connection between

disciplines.

Game-Based Learning and Assessment. Students engaged in gamification platforms

have better scores in practical assignments. A method which can be incorporated in to

any assessment procedure.

Instructional Tools like Interactive Whiteboards. Whiteboards are more efficient in

intimating the message of teachers to students.

Web-Based Projects, Explorations, and Research. One of the first, and most basic,

ways that the teachers encouraged students to use technology was with online research,

virtual field trips and web quests.

Student-Centered Media like Podcasts or Slideshows. Students become the creators

and critics, not just consumers, of media.

Collaborative Online Tools like Google Docs. Connecting with others online can be a

powerful experience, both for the teachers and students.

Reasons behind integration of technology to teaching methods in Social Studies

is that it plays an integral part in the learning outcomes of the students. First, even

though the relationship between technology and learning is complex, research indicates

that specific uses o technology can improve student outcomes (Agodini, 2007). Also,

recently released standards documents emphasize that the use of technology in

education is essential in helping students build 21st century skills. Moreover, students
are highly motivated to use technology. Technology and media use is pervasive among

students and technology now has a considerable presence in schools.

Statement of the Problem

The study aims to determine innovative methods used in teaching

AralingPanlipunan in secondary students. These are the questions that the researchers

main focus to be answered during the collection of the data:

1. What are the innovative methods used in teaching AralingPanlipunan in terms of:

a. Face to Face

b. Online/Virtual

2. What are technologies used in teaching AralingPanlipunanin terms of:

a. Visual

b. Audio

c. Audio-Visual

3. What are the online applications that are commonly used or employed?

4. Which of these methods and technologies do you prefer?

Significance of the Study

To the teachers, the results of the study may provide deeper understanding and

knowledge on how to use innovative methods and technologies in teaching. This also

enlightens and encourage every teacher to use innovative methods and technologies

for better teaching of AralingPanlipunan. Also, this will serve as guidance for innovative

teaching methods and technological integration.

 To the administrators, the results may lead them to continuously improve the

teaching and learning process. For them to have the idea and background or be guided

in picking most effective online platforms, technologies and innovative methods used in

teaching AralingPanlipunan.

To the curriculum developers, this will serve as possible basis for revisions in the

curriculum.

To the parents, this will serve as root information for the new teaching methods

that will be employed.

To the future researchers, this research will serve as their guide and basis to

improve and add knowledge to their research regarding on the topic," Teaching 21st

century: Innovative methods in teaching AralingPanlipunan to secondary students.”

Scope and Delimitation of the Study

This study focuses on teaching 21st century: Innovative methods in teaching

AralingPanlipunan to secondary students. In this study, different innovative methods

and technologies integrated will be enumerated. This study includes the innovative

methods and technologies used teaching in AralingPanlipunan. Technologies will be

classified/ categorized under audio, visual or audio-visual. This study also includes

methods, technologies and online platform that are commonly used or employed in

teaching social studies. Then, the study will also tackle the preference of teachers in

using these methods and technologies in teaching AralingPanlipunan during this time of

pandemic.
 The data will be gathered within the confines of La Trinidad, Benguet only.

Schools outside La Trinidad, Benguet are not considered. Researchers had considered

only the teachers majored in AralingPanlipunan as the respondents and data providers

in this study. The researcher will also use questionnaire with the use of Google Form

and interview as a way of data gathering. Researchers will be using descriptive statistic

to analyze the data.

REVIEW OF LITERATURE AND STUDIES

This chapter presents related reading both literature and studies which are

essential in this research because the concepts and findings tend to support the

purpose of this study.

Subchapter 1

Revathi, Elavarasi, and Saravanan (2019) stated and believed that the core

objective of teaching is an innovative practice which is a pathway created to further the

interest of the student and the institution. Moreover, they also highlighted the

importance of innovation and creativity in teaching which are essential for both the

students and the teachers wherein the innovative methods not only improve the

education system, it also helps students achieve their goals.

Mynbayeva, Sadvakassova, and Akshalova (2017) stressed that the active use

of innovative teaching methods by teachers is a necessity nowadays. The greater the

strategies and methods of teaching the teacher has, the more interesting, diverse it
conducts classes, better motivates the student’s cognitive activity, shapes the

experience of solving nonstandard problems, promotes in-depth training and the steady

assimilation of technology of practical activity.

Jayshree (2017) as cited by Revathi, Elavarasi, and Saravanan (2019) revealed

some of the innovative methods practiced by teacher in the classroom during face-to-

face classes. (1) Z to A approach as it explains the application part of a particular

concept first, so students would get interested in what the actual concept is. This

approach helps in creating long lasting memories or correlation of a concept. (2)

Collaborative teaching, sometimes called cooperative teaching or team teaching also

considered as an innovative teaching, it involves educators working in tandem to lead,

instruct and mentor groups of students. (3)Problem-Based Learning (PBL) is a teaching

method in which complex real-world problems are used as the vehicle to promote

student learning of concepts and principles as opposed to direct presentation of facts

and concepts. In addition to course content, PBL can promote the development of

critical thinking skills, problem-solving abilities and communication skills.

On the other hand, many teachers employed other innovative methods to cater to

the needs of learners during the pandemic through online classes or virtual classes.

Revathi, Elavarasi, and Saravanan (2019) mentioned that Teaching with technology

engages students with different kinds of stimuli- involve in activity based learning.

Technology makes the material more interesting. It makes students and teachers more

media literate.

Athuraliya (2021) listed in her papers some online innovative teaching methods

commonly employed during this pandemic. (1) Prerecorded lecture videos which allows
students to learn at their own pace. (2) Flipped Classroom method such as online

quizzes, polls, infographics, and mindmap. (3) online presentations using slides. (4)

Class Blog where students can share what they have learned. (5) Game-based

teaching.

In relation with this, Castro (2020) carried out a research entitled “Simulation

Games Techniques and Lecture Method in Teaching Araling Panlipunan” which stated

that Simulation techniques in learning are both a methodology for teaching/facilitating

and an instructional design model. It uses games, simulations and game-like activities

to facilitate the learning process. The study also found out that Simulation games

technique has significant positive impact on students’ academic performance in Araling

Panlipunan.

Moreover, Nisperos et al., (2014) emphasized in their study the significance of

using games for students learning and introduces it as another tool for teaching Araling

Panlipunan in the Philippines which is why they have designed and developed an online

game called HiStorya, an mobile application that can be used by teachers as a

supplementary tool in teaching the subject.

Employing different innovative methods in teaching can make teaching Araling

Panlipunan more fun, interesting and will enrich the activities to make learning suitable

for learners.

Subchapter 2

In 21st century teaching, the use of technology and technological related

methods in teaching is vital and used as supplemental tools for better learning
experience. Finger & Trinidad, (2002) as cited by Ghavifekr &Rosdy (2015) described

that a technology- based teaching and learning offers various interesting ways which

includes educational videos, stimulation, storage of data, the usage of databases, mind-

mapping, guided discovery, brainstorming, music, World Wide Web (www) that will

make the learning process more fulfilling and meaningful.

Various technological tools and equipment helps in differentiated learning for

different learning styles of students wheter it be visual, auditory, kinesthetic or tactile.

Garcia (2016) revealed some of the technologies used in teaching over the century. She

mentioned that by far traditional media such as radio, Television, print, and still pictures

are by far the dominant ones that are used.

On the other hand, Schindler et al., (2017) identified some of the technologies

used in teaching for student engagement which are non-traditional such as computers,

laptops, video lectures, podcasts, web-conferencing, blogs, social networking sites, and

digital games. Moreover, their study found out that technologies they reviewed had a

positive influence on multiple indicators of student engagement, which may lead to a

larger return on investment in terms of learning outcomes.

Sunstar (2017) published an article which states that With the use of ICT, Araling

Panlipunan teachers can make the class more interesting through the use of slides

presentation, video lessons, and film viewing. Students will become active in the

participation once they are being exposed to the video lesson. Moreover, the negative

impression to the subject will change into positive such as transforming traditional

method into innovative and 21st century approach such as the ICT based approach.
Subchapter 3

Qian Wang et al (2021) stated that an online and offline interactive teaching

method came into being under the background of the Internet, which has made

attempts and breakthroughs in the combination of theory and practices, the

transformation of educational subjects, the transformation of time and space of

education, dynamic teaching mode, and so on. In addition, online classes connect

students, teachers, and other parties (such as parents, school staffs, etc.) together

through the network and can share teaching resources in the platform in real time and

efficiently, such as classroom videos, online interaction, tutoring, testing, and other

tasks. Moreover, in the internet environment teachers and students, as well as students

to students, can communicate through online interaction and other interactive function

to form good atmosphere of communication and discussion, so the problem can be

solved in a relaxed group discussion.

When it comes to teaching online courses, technology matters. Online learning is

similar to on-group learning where the students follow the same curriculum, study with

the same faculty, and turn in same activity with their classmates according to Dr.

Aldridge. He also stated that students are simply learning their degrees from distance in

a virtual classroom rather than a physical one, and communicating with their professors

and fellow students through the wonders of technology.

Darejan Geladze (2015) cited that information technologies are more and more

often used in the higher education system. They are used not only as additional tools in

sphere of education, but represent new functional rules and priorities of institutional

structure in the process of higher educational development. Moreover, the use usage of
modern means of communication by students in the learning process which results in

the creation of new forms of teaching.

Subchapter 4

According to Sternberg and Grigorenko (1997), the notion of styles could be

defined as a person’s preferred way of using one’s ability and its one of the contributing

factors of the nature of differences between individuals in terms of ways in thinking,

learning, teaching as well as carrying out duties or tasks. Moreover, the concept of style

is always being associated and linked with the nature of individuality and is used to

describe an individual quality, form, activity or behavior sustained over time as stated by

Rayner and Riding (1997).

Nugroho (1982) mentioned that a person’s interest is most like a sense of things

or events associated with him or herself without any pressure from others and can lead

that person to know and explore the issues in depth. Therefore, student’s preferences in

teaching style should be taken into account in order to enhance their level of

achievement in academic subjects. This is because the students have different interests

and ways in the process of learning and teaching.

Tanner, K. Dan Allen D. (2004) also reported that the appropriateness and

teaching approach of a teacher is very important on student’s achievement. So studies

on the student’s interest in teaching styles must be done extensively to discover the

existing problems in the teaching and learning process.

Conceptual Framework

The study is based on the theory of Nate Jorgensen (2005), he stated that a

theory of instruction demonstrated a comprehensive approach to instruction, with a

slight focus on learner collaboration towards understanding. There are four instructional

methods— gain attention, present information, provide practice material and provide

feedback. The theory is applicable in this study where teachers use innovative methods

for the instruction or teaxhing Araling Panlipunan this time of pandemic.

INDEPENDENT
Pandemic setting DEPENDENT
Teaching
AralingPanlipunan Innovative methods Secondary Students

Figure 2: Paradigm of the study

The independent variable in the study is teaching AralingPanlipunan, it changes due to

certain factors like the usage of innovative methods during the time of pandemic.

Changes are inevitable especially if it is needed for the students understanding in the

lessons. Thus, the dependent variable is the secondary students, they are the ones

affected by the changes in the way of teaching Araling Panlipunan.

Hypotheses of the Study

With the determination to find out the innovative methods used in teaching

AralingPanlipunan to secondary students in both private and public high schools in La

Trinidad, the researchers put forward the following is for testing:

The innovative methods and integrated technologies used in teaching Social

Studies are useful during pandemic.

There is no significant difference in innovative methods used in face to face

classes and online classes.

There is a relationship between the implementation of the innovative methods

and teaching AralingPanlipunan in secondary students.

METHODOLOGY

This chapter presents and describes the procedures on how the research work and will

be done in the study. This gives an outlook on research design, population and locale of

the study, data collection instruments, the data gathering procedures and the data

analysis.

Research Design

In this study, researchers will use survey as their research design. Before data

collection, letters will be first administered to respective persons to be approved. Data

collection will be done through online platform (Google Form) and limited interview with
the respondents will be done if possible. The analysis of data will be done with the use

of descriptive analysis, data will be summarized and ranked highest to lowest.

According to Check and Schutt (2012), survey research design is the collection

of information from sample population through their responses to the question. In the

study, respondents will enumerate various innovative methods, technologies and online

applications used in teaching AralilngPanlipunan to secondary students.

Locale of the Study

The study was conducted from September to December of school year 2021 to

2022 in a private and public secondary schools in La Trinidad, Benguet (Figure 1.)

Figure 1: Map of La Trinidad, Benguet

Respondents of the Study

The respondents were 50 teachers who were in the field of Araling Panlipunan.

The researchers used random sampling in identifying its respondents. These Araling

Panlipunan teachers are chosen because data gathered from them could also help us,

future educators of the same major, teach well the subject with those innovative

methods and technologies.

Instrumentation

A survey questionnaire was used as the primary data. A research-constructed

interview guide was also used to validate and support the primary data from the

questionnaire. It is intended to draw out the experience, observations, and involvement

of teachers during the implementation of flexible learning to their students and school.

The questionnaire has four questions. The first one inquired the various

innovative methods used in teaching Araling Panlipunan. The second one deal with the

different integrated technologies used in teaching Araling Panlipunan in terms of Visual,

audio and audio visual. The third one asks for the commonly used methods,

technologies or online platforms. And lastly the fourth one aim to know if the methods

and integrations during pandemic is effective. Thus, these questions do not use of

scales.
Data Gathering Procedure

Upon the approval from the panel, the researchers sought permission to the

school principals in La Trinidad, Benguet for the conduct of the study. Before gathering

data, the approved letter was presented to the teachers of the school and let the

respondents sign an approval to participate in the study. Lastly, the appointment for the

distribution and administration of the questionnaires and conduct of interviews set

through:

In online platform, researchers will contact the school/teacher and ask

permission to conduct the research and be part of it then the respondents answer the

questionnaires in Google form.

In Face to Face (limited) setting, researchers following the health protocols visit

the site then ask permission from the principal to conduct the study by presenting

approved letter. The researchers seek for the available Araling Panlipunan teachers to

be part of the research then let them answer the questionnaires.

Interview with the teachers in the school was conducted. In the process, the

researchers personally and virtually approached them during their free time. In asking

questions, the researchers used either English or native language depending on the

convenience of the interviewers. Data collection took place during the first semester of

the school year 2021-2022.

Data Analysis

The qualitative data gathered were presented, analyzed and interpreted

accordingly. In determining what are the innovative methods and technology

integrations that are most used in teaching Araling Panlipunan to secondary students,

descriptive statistic will be employed. Getting the mean and ranking were used to

analyze data gathered from the respondents.

REFERENCES

Aigerim Mynbayeva, Zukhra Sadvakassova and Bakhytkul

Akshalova (2017). Pedagogy of the Twenty-First Century: Innovative Teaching Methods,

New Pedagogical Challenges in the 21st Century - Contributions of Research in

Education. https://www.intechopen.com/chapters/58060

Athuraliya, A. (2021). The Ultimate List of Effective Online Teaching Methods.

https://creately.com/blog/education/online-teaching-methods/

Garcia, J. (2016). Technology Based Instructional Materials in Araling Panlipunan: Its

Acceptability. Retrieved from

https://www.academia.edu/25666275/TECHNOLOGY_BASED_INSTRUCTIONAL_MAT

ERIALS_IN_ARALING_PANLIPUNAN_ITS_ACCEPTABILITY

Castro, A. (2020). Simulation Games Techniques and Lecture Method in Teaching

Araling Panlipunan. https://asianjournal.org/online/index.php/ajms/article/view/309

G, Revathi & S, Elavarasi & K, Saravanan,. (2019). INNOVATIVE METHODS OF

TEACHING AND LEARNING FOR EDUCATION.

https://www.researchgate.net/publication/340051856_INNOVATIVE_METHODS_OF_T

EACHING_AND_LEARNING_FOR_EDUCATION

Nisperos, Saturnina & Miguel, Zeus & Salvador, Ritzmann & Guillen, Christian. (2014).

HiStorya: A Mobile Game for Araling Panlipunan. 10.13140/RG.2.1.2759.4000.

https://www.researchgate.net/publication/293886040_HiStorya_A_Mobile_Game_for_Ar

aling_Panlipunan

SIVAKUMAR, R. (2018). Methods and Resources in Teaching Social Studies. Journal

of Contemporary Educational Research and Innovations. Vol.8, No.2, pp207-216

Anuar Amad (2016). Teaching Styles Preferred By Students on Their Achievement in

History Subject. Retrieved from:

https://www.researchgate.net/publication/320044493_Teaching_Styles_Preferred_By_S

tudents_on_Their_Achievement_in_History_Subject

Darejan Geladze (2015). Using the Internet and Computer Technologies in Learning/

Teaching Process. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1083835.pdf

Online Educational Research (August 2015). Instructional Methods of Online Learning.

Retrieved from: https://www.onlineeducatio.com/guide/instructional-methods

Qian Wang (2021). The Application of the Online and Offline Interactive Teaching

Method in Clinical Anesthesiology Teaching. Retrieved from:

https://www.hindawani.com/journals/edri/2021/3098374/

SINGH, V. (2018). Innovative Teaching Methods of Social Science. Retrieved at

http://bie.org
Schindler, L.A., Burkholder, G.J., Morad, O.A. et al. Computer-based technology and

student engagement: a critical review of the literature. Int J Educ Technol High Educ 14,

25 (2017). https://doi.org/10.1186/s41239-017-0063-0

Garcia, J. (2016). TECHNOLOGY BASED INSTRUCTIONAL MATERIALS IN ARALING

PANLIPUNAN: ITS ACCEPTABILITY

https://www.academia.edu/25666275/TECHNOLOGY_BASED_INSTRUCTIONAL_MAT

ERIALS_IN_ARALING_PANLIPUNAN_ITS_ACCEPTABILITY

Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology:

Effectiveness of ICT integration in schools. International Journal of Research in

Education and Science (IJRES), 1(2), 175-191.

Sunstar (2017). ICT INTEGRATION IN TEACHING ARALING PANLIPUNAN

https://www.pressreader.com/philippines/sunstar-

pampanga/20170209/281968902429186
 APPENDIX A.

LETTER TO THE SCHOOL PRINCIPAL

Mr./Mrs. ____________
Basic Education Principal
Name of the school
Address of the school

We, the students from Benguet State University, taking Social Research (SST
138.1) are conducting a study on “Teaching in 21st century: Innovative methods in
teaching Araling Panlipunan to secondary students” The researchers have chosen your
school as the sample base for this study.
In this regard, the researchers will conduct the gathering of information through
an interview and Google form questionnaire with the said respondents within the
duration of November to December 2021.
We hope for your positive response on this humble matter. Your approval to
conduct this study will be greatly appreciated.

Thank you very much for your support to such endeavor.

Sincerely yours,

Dacay, Lara Mae M. De Guzman, Jiziel C. Deligen, Gracelyn K.

Duyapat, ViniaClexane C. Mangapan, Riza L.

Noted by:

Janet Lynn Balagtey

SST 138.1 Teacher

Approved by:

DivinaYango

College of Teacher Education Dean

 APPENDIX B

INFORMED CONSENT

This is a research on theteaching in 21st century: Innovative methods in teaching Araling

Panlipunan to secondary students. You will be asked by the researcher prior and after

the interview proper. All of the information will be kept confidential and solely to be used

in the research endeavor. The interview will be for the duration of an hour. Follow up

interviews will also be done during the course of the study.

I understand that I can contact Lara Mae Dacay at 0950-143-5680 about any concerns I

have about this research. I understand that participation in this project is voluntary and I

have the right to stop at any time. By completing the interviews, I also state that I

understand and that none of my answers will be released and no names will be

recorded and that risks of participating in this study are minimal. I understand that

participating in the study will help the researcher better explain and understand the

innovative methods used in teaching AralingPanlipunan to secondary students in 21st

century, thus, contributing to a more “effective” teaching.

________________________________________________

SIGNATURE OVER PRINTED NAME OF PARTICIPANT

 APPENDIX C

LETTER TO THE RESPONDENTS

Dear Respondents,

We, the students from Benguet State University, taking a study entitled

“Teaching in 21st Century: innovative methods in teaching AralingPanlipunan to

secondary students”. In partial fulfillment on our Social Research (SST 138/138.1)

subject. In this matter, may we request you for your cooperation in answering the

interview questionnaire about the topic.

Your approval to the request is highly appreciated..

Sincerely yours,

Dacay, Lara Mae M. De Guzman, Jiziel C. Deligen, Gracelyn K.

Duyapat, ViniaClexane C. Mangapan, Riza L.

Noted,

Janet Lyn Balagtey

SST 138.1 Teacher
Approved by:

DivinaYango
College of Teacher Education Dean
 APPENDIX D

SURVEY QUESTIONNAIRE

Good day to you. We are the student researchers in Social Research in College

of Teacher Education in Benguet State University. Presently, we are working on our

Research "Teaching in 21st century: Innovative methods in teaching AralingPanlipunan

to secondary students ". As a vital part of this academic endeavor, we are hoping for

your full participation and your answer will be treated confidentially. Thank you for your

time, effort and participation. The study is for educational purposes only. Your

participation in this study will be helpful to our study.

PROFILE
Name: Age:
Place of work: Years of Experience:

Date and Place of Interview: _______________________________________________

QUESTIONS:

1. What are the innovative methods used in teaching AralingPanlipunan in terms of:

a. Face to Face

b. Online/Virtual

2. What are technologies used in teaching AralingPanlipunan in terms of:

a. Visual

b. Audio

c. Audio-Visual

3. What are the online applications that are commonly used or employed?

4. Which of these methods and technologies do you prefer?

 GOOGLE FORM

Google form link-

https://docs.google.com/forms/d/e/1FAIpQLSdPCkFGu883IaQ3jfhF8Rb-

lNtYq4Zgpnkf9ARjk6lW8xAKw/viewform?usp=pp_url
 APPENDIX E

INTERVIEW SCHEDULE

Focus Area Date Sample questions and probes Types of

questions

October 18- What is your educational Initial and intake

November 5, attainment? questions

Study and
2021
participant Where do you work? unstructured

introduction interview
Are you familiar with innovative

methods and technologies used open-ended

during this pandemic?

Innovative October 18- Do you use innovative methods in Follow up

methods used November 5, teaching? questions

2021
Tell me what innovative methods structured

you use in teaching when regular interview

classes are implemented?

open-ended

At the moment, what are the

methods you use under the

context of virtual learning?

Technologies and October18- Tell me the technologies used Follow up

application used November5,2021 when implementing innovative questions

methods.
structured

Do you think this technology interview

makes teaching easier? open-ended

Can you share what are the

applications you used?

Are these applications helpful?

Which method and technology do

you mostly prefer?