Chapter 1-5 EsculturaLeslieJoy&EngayRoseAnn

1
SOCIAL STUDIES SUBJECT: STUDENTS’ PERCEPTION
An Undergraduate Research Presented

To the Faculty of Bicol University
Gubat Campus
Gubat, Sorsogon
In Partial Fulfillment of the

Requirements for the Degree
Bachelor of Secondary Education
Major in Social Studies
LESLIE JOY E. ESCULTURA

ROSE ANN F. ENGAY
MAY 23, 2022

2
Republic of the Philippines

BICOL UNIVERSITY
Gubat, Campus
Gubat, Sorsogon
SAMPLE REVISION ACTION FORM
Title of the
Undergraduate Research SOCIAL STUDIES SUBJECT: STUDENTS’
Thesis PERCEPTION
Researchers Leslie Joy E. Escultura
Rose Ann F.Engay
Program Bachelor of Secondary Education Major in Social
Studies
Proposal Oral Defense November 25, 2021
Date and Venue 3:00 – 5:00 pm
Panelists Mercielen R. De Leon, MAEd
Maria Rechel M. Marcaida, MAEd
Alex P. Furio, MAEd
Adviser Alvin D. Laban, MAEd
Date of Revision November 28, 2021
Reviewers’ Remarks, Action Taken Page/s

Comments or Suggestions
CHAPTER 1 The researchers;
INTRODUCTION Removed Dhandhania related

- First paragraph were literature.
appreciated. Reduced citation regarding the social
- Split related literature or studies studies subject.
in appropriate sub topics. Added information about the
- Reduce citation in a third perception of the student towards the
paragraph because it will reduce subject.
the interest of the readers.
STATEMENT OF THE Disregard the problem 4 pertaining to 1-7
PROBLEM the issues and problem encountered
- Remove SOP no. 4 by students in learning social studies.
- Use Chi Square in problem 3
- Add Junior high school student Added “junior high school students” in
SCOPE AND DELIMITATION the statement of the problem 1, 2 and
- Be more specific in a discussion. 3.
- Expound more on a discussion
so that there will no room for Added the sample size or number of
question. respondents in Grade 7-10 and in the
delimitation the researchers also
3
Include irregular and regular added irregular, regular students,

students principal, school administrator.
SIGNIFICANCE OF THE STUDY
For improvement The researchers fix the order or level
It should be rank according to the of significance.
level of significance.
CHAPTER 2 The researchers;

Added Schunk and Meece, Racheal,
RELATED LITERATURE Zhao and Hoge in related literature
Add two related literature and related studies.
RELATED STUDIES
Add related studies Improved the punctuation, grammar
SYNTHESIS OF THE STATE- and removed and fix those other
OF-THE-ART writing issues particularly in related
Every concept was appreciated. literature, studies, synthesis of the
GAP TO BE BRIDGED BY THE state-of-the-art and gap to be bridged
STUDY by the study.
Every concept was appreciated.
THEORITICAL FRAMEWORK Removed Gestalt and Reflective
Remove Gestalt Theory theory and replaced it by Social 8-29
Remove Social Studies as Perception by Daryl Bem and Social
Reflective Inquiry Approach Learning Theory.
Look for another theories that will
be more appropriate in a study. Expounded the conceptual
CONCEPTUAL FRAMEWORK framework particularly in process and
Kindly expound the discussion output/outcome.
DEFINITION OF TERMS
Remove citizenship education, Perception, social studies, students,
historical context, civic efficacy social understanding and students’
Include only those terms/ words perception were only enclosed in
constantly used in a study. definition of terms.
CHAPTER 3 Added some relevant information in

sources of data. Expounded the
Kindly review, improve and discussion of primary and secondary
discuss further the sources of data, sampling, the plan on gathering
data, research design, sampling the data, and the research design
and data gathering. used.
RESEARCH INSTRUMENT
For improvement Added related studies to further 30-35
Fix the format of the survey explain the research instrument.
questionnaire.
Find another sources of indicators Explained the statistical treatment
for students perception toward used in the study. Added information
social studies subject on frequency, rank and Chi Square.
Need validity test for
questionnaire
STATISTICAL TREATMENT
4
Expound and improve the

discussion.
Prepared by:
ROSE ANN F. ENGAY

Researchers’ Signature over printed name
Attested by:
ALVIN D. LABAN
Adviser’s Signature over printed name
5

BICOL UNIVERSITY
Gubat, Campus
Gubat, Sorsogon
APPROVAL SHEET
This undergraduate research entitled Social Studies Subject: Students’
Perception prepared and submitted by Leslie Joy E. Escultura and Rose Ann F. Engay
after passing the evaluation of the undergraduate research committee, is hereby approved
in partial fulfillment of the requirement for the degree of Bachelor of Secondary
Education Major in Social Studies.
EVAN CARLO B. DEBLOIS, MAED

Research Teacher
GREG G. OLAYRES, PhD

Program Chairman
GERALD H. ESTILLER, MSA

Research Coordinator
ROSEMARIE R. JADIE, PhD

Director, BUGC
6

BICOL UNIVERSITY
Gubat, Campus
Gubat, Sorsogon
RECOMMENDATION FOR ORAL EXAMINATION
This undergraduate research entitled Social Studies Subject: Students’
Perception prepared and submitted by Leslie Joy E. Escultura and Rose Ann F. Engay
in partial fulfillment of the requirement for the degree of Bachelor of Secondary
Education Major in Social Studies is hereby recommended to the undergraduate
research committee for evaluation.
ALVIN D. LABAN
Research Adviser
UNDERGRADUATE RESEARCH COMMITTEE
May 23, 2022

Date
This undergraduate research entitled Social Studies Subject: Students’ Perception
prepared and submitted by Rose Ann F. Engay and Leslie Joy E. Escultura in partial
fulfillment of the requirement for the degree of Bachelor of Secondary Education Major
in Social Studies is hereby submitted to the thesis committee for consideration.
MERCIELEN R. DE LEON, MAEd

Chairman
MARIA RECHEL M. MARCAIDA, MAEd ALEX P. FURIO, MAEd

Member Member
7

BICOL UNIVERSITY
Gubat, Campus
Gubat, Sorsogon
RESULTS OF FINAL ORAL DEFENSE RATING
This is to certify that the undergraduate research entitled SOCIAL STUDIES
SUBJECT: STUDENTS’ PERCEPTION prepared and submitted by LESLIE JOY E.
ESCULTURA and ROSE ANN F. ENGAY in partial fulfillment of the requirement for the
degree of BACHELOR IN SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES
after the evaluation of the undergraduate research committee during the final oral defense
on May 23, 2022 via Google Meet has passed the oral examination with the final rating
of ___.
Panel of Evaluators ACTION TAKEN
MERCIELEN R. DE LEON, MAED ________________

Panel Chair
MARIA RECHEL M. MARCAIDA, MAED ________________

Panel Member
ALEX P. FURIO, MAED ________________

Panel Member
8
ACKNOWLEDGEMENT
The students from Bicol University Gubat Campus' Bachelor of Secondary
Education Major in Social Studies would want to offer their heartfelt gratitude to
everyone who has helped make this research a great experience.
First and foremost, to our Almighty God, for the strength that keeps them
going and the optimism that keeps them believing throughout this research project.
In addition, to the physical, mental, and financial benefits that come with bringing
this work into the light.
The researchers also wished to express their gratitude to their family for
inspiring, encouraging, and fully supporting them not only financially, but also
morally and spiritually. Thank you to everyone who took the time and effort to
respond, especially to Ma'am Imelda E. Diño the principal of Gubat National High
School for allowing the researchers to conduct their data gathering in their school,
also to the advisory teachers who've help the researchers to distribute the research
instrument to their students and to the active participation of students from grade
7 to 10 whom the respondents of this study, without them this will make impossible.
Special thanks to the dearest Validators – Ms. Ester Fortes, Mrs. Ivy Gigantone
and Mr. Andy Llacer who did not hesitate to accept the request of the researchers
to check their instrument.
They would like to thank their dearest research professor - Mr. Evan Carlo
B. Deblois and to the thesis advisor Alvin D. Laban for always there from the
beginning up to the end, guiding the researchers and giving them advices. To the
9
respective research panelists Mrs. Mercielen R. De Leon, Mrs. Maria Rechel M.
Marcaida and Mr. Alex P. Furio, despite of their very busy schedule they accepted
the invitation, impart their knowledge, patient guidance, enthusiastic
encouragement and useful critiques of the research work. Of course to their
classmates and friends for their time and effort in helping and motivating them.
L. J. E. E. S
R. A. F. E
10
ABSTRACT
THESIS TITLE : Social Studies Subject: Students' Perception
AUTHOR : Leslie Joy Ereño Escultura

Rose Ann Fajardo Engay
YEAR COMPLETED : 2022
The present study determined the perception of the students in Gubat
National High School towards Social Studies subject. Specifically, it sought
answers to the following problems: (1) The profile of high school students in terms
of; age, sex and grade level; Perception of High School students towards Social
Studies Subjects; If Is there a significant relationship between high school
students' perception on Social studies subject and students’ profile and last was
an output can be proposed to solve the problems met.
A quantitative research approach was adopted and descriptive research
design was used in the study which is useful for obtaining information that
describes existing phenomena and In order to achieve the study’s main objective.
The checklist was used to collect data and the Pearson R Correlation to test the
hypotheses. There are 98 respondents in this study consisted of twenty-four (24)
students in Grade 7 , twenty-four (24) in Grade 8, twenty-five(25) in Grade 9 and
twenty-five (25) in Grade 10 that were selected using random sampling.
Findings revealed that students perceived social studies positively as it helps to
understand and learn about government, political ideas that can help them in the
11
future, social studies enables students to understand the world and make
educated judgments about current issues, learning social studies subject helps
me to know the real world and our society, a bridge to learn how history and past
link to present and future, it could be a solution and an eye opener all the
problems we are encountered right now, social studies ignites a curiosity about a
real world issues, they like social studies because they learned about culture and
stuff, and lastly social studies as their favorite subject got the general weighted
mean of 4.14, 4.02, 4.01, 4, 3.9, 3.87, 3.81, and 3.41, respectively. On the other
hand, students perceived social studies as the topics are repeatedly discussed in
social studies subject, exposed more on reading textbooks; answering a lot of
questions and demanded dates to memorize; inadequate teaching and learning
materials and social studies is a difficult subject. It was concluded that there is no
significant relationship between age, sex and students perception except grade
level that affects the perception and having a significant relationship with each
other.
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TABLE OF CONTENTS
PAGE
TITLE PAGE I
REVISION FORM II-IV
APPROVAL V
RECOMMENDATION FOR ORAL EXAMINATION VI
RESULTS OF ORAL EXAMINATION VII
ACKNOWLEDGEMENT VIII-IX
ABSTRACT X-XI
TABLE OF CONTENTS XII-XIV
LIST OF TABLES XV
LIST OF FIGURES XVI
CHAPTER 1 THE PROBLEM AND ITS SETTING
Introduction 1-4
Statement of the Problem 4
Scope and Delimitation 4-5
Significance of the Study 5-6

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Notes 7
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature 8-11
Related Studies 11-17
Synthesis of the State-of-the-Art 17-19
Gap Bridged by the Study 19
Theoretical Framework 20-21
Conceptual Framework 22-24
Definition of Terms 25
Notes 26-28
CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY
Research Design 29-30
Sources of Data 30
Sampling 30-31
Research Instrument 31
Data Gathering Procedure 32
Statistical Treatment 33
Notes 34
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CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Presentation, Analysis and Interpretation of the Data 35-43
Notes 44
CHAPTER 5 SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
Summary 45-46
Findings 46-48
Conclusion 48-49
Recommendations 50
BIBLIOGRAPHY 51-55
APPENDICES 56-70
CURRICULUM VITAE 71-72

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LIST OF TABLE
Table
Table 1. Age 35
Table 2. Sex 36
Table 3. Grade Level 37
Table 4. Students' Perception 38
Table 5. Statistical Treatment 43

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LIST OF FIGURES
Figure
Figure1. Theoretical Paradigm 21
Figure 2. Conceptual Framework 24

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CHAPTER 1
THE PROBLEM
Introduction
Perception plays a crucial role in behavioral changes and also it is the
process of treatment of students about the information they get from the subject.
All of the learning process always begins with perception. The perceptions can be
interpreted as a feeling of being more like and interested in something or activity,
without anyone ordering. Perceptions filtered through the lens of our previous
experiences, attitudes, beliefs and influenced by the people around us. Some
students pick and choose according to the expectations and fit what they see into
an image of reality which have already formed. That interest can foster a sense of
curiosity that causes someone to try to dig up information about social studies
subject.
Social studies defined as an “interdisciplinary field that incorporates history
as well as the social sciences, including economics, sociology, geography,
anthropology, sociology in order to provide students with democratic citizenship
and civic education”. Social Studies subject encourage students to be aware,
connect them into a real world and learn about places, cultures, and events,
conspired to make them the way they are, and can make discernment about how
the rest of the world works. According to Samsudin (2017), the main philosophy
behind teaching Social Studies is to cultivate an awareness that could transform
them into an effective and efficient citizens. It is essential in today's world because
18
social studies subject uplift students to participate in their communities, improves
their productive and creative thinking, fosters cultural sensitivity, broadens their
global viewpoint, and promotes information values. “Without social studies, we lose
the civic mission of public schools,” said Stephanie Serriere, a former early grade
teacher who is now an associate Professor of social studies education at Indiana
University Purdue University Columbus. This is why Social Studies subject
matters. Students must study how society works, and how people work in a
society. Social Studies develops the key values and attitudes, knowledge, and
skills and the processes necessary for students to become active and responsible
citizens, engaged in the democratic society and aware of their potential to bring
change in the community, society and world.
Through the years, ongoing changes in curriculum design, teaching
methodology, and administrative practices that help to improve students’
performance in Social Studies. Cited by Irmiya (2019), the nature of Social Studies
subject in Nigerian secondary schools emphasize students’ familiarity with their
physical and social environment; improved social relationships and interactions;
skills and ability to think reflectively, critically and creatively. In the Philippines,
social studies is one of the important subject to be taught in the students, because
it’s help them to understand about the human relationships and how they interact
with their environment, beliefs and culture in order to build a Filipino nationhood.
In the context of K-12 curriculum, it accentuates the role of Social Studies in
“developing the students’ perspective, literacy and effective engagement”. Social

19
studies exploit skilled citizens to be trained and develop a social personality and
attitude essential for democratic living (Garcia, 2020).
However, there are some students still perceive Social Studies classes as
boring and dull which seems to affect their performance all the time. Gharibi (2009)
revealed that, although students viewed and learning Social Studies as enjoyable,
they did not see Social Studies as useful for a career or being related to their lives.
Mensah and Frimpong (2020) reported that students ranked Social Studies well
below among the other subjects like Math, English and Science. But, while
students may not paying so much attention on these subjects, it perceived by
others as being important subjects in gaining future employment and therefore
essential subjects to study.
Thus, students who liked the subject had high perceptions of Social Studies.
Students took a responsibility for their own learning, motivated by receiving good
grades and attributed their success to personal effort. On the other hand, those
students who were not interested in subject perceived it to be difficult to understand
and irrelevant to their future needs. These students differed in reasons and
perceptions which included external causes such as difficult content and poor
teacher’s teaching strategies and internal cause such as lack of effort, peers and
family involvement that influence or affects students’ perception. This research
study aims to know the perception of students of Gubat National High School
towards Social Studies subject. The researchers will determine the perception of
high school students towards social studies subject if it is a positive and negative
20
perception. It is very important to analyze how this will affect the point of views and
mindsets of the students.
Statement of the Problem
answers to the following problems:
1. What is the profile of high school students in terms of;
a. Age
b. Sex
c. Grade Level
2. What is the perception of High School students towards Social Studies
Subjects?
3. Is there a significant relationship between high school students' perception on
Social studies subject and students’ profile?
4. What can be proposed to solve the problems met?
Scope and Delimitation
This present study aimed to determine the perception of students as far as
social studies subjects are concerned. This study was confined to the perception
of Grade 7-10 students of Gubat National High School. There are 98 participants
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or respondents in this study consisted of twenty-four (24) students in Grade 7 ,
twenty-four (24) in Grade 8, twenty-five(25) in Grade 9 and twenty-five (25) in
Grade 10 that were selected using random sampling.
This research study not included those students who are in Senior high
school, elementary students, college students, irregular students ,out of school
youths, TESDA, principal, teachers, stakeholders, and school administrators.
Significance of the Study
The present study aimed to determine the perception of students towards
social studies subject. This study is significant to the following entitles:
Students. The findings of the study will be of help for them to realize that
social studies subject is interesting, beneficial and conducive to learning. It makes
the student responsible, active and reflective towards the society by providing them
with opportunities of acquiring knowledge and learning social studies that are
relevant to their present and future needs.
Teachers. This study may be beneficial for the teachers as a guide in
providing learning-teaching activities and prepared for the acquisition of values in
social studies lesson
Parents. The study may help parents in monitoring the participation and
performance of their children in every activities related in Social Studies.

22
School Administrator. This study will be of help to inform actions to be
made through policy making, improvement of practice in the classroom
setting, and academic tool in facilitating and cultivate learning..
Curriculum Planner. The study may elicit insights on what measures are
appropriate to help students, teachers orient regarding the social studies subject.
It will give great account and contribution to current knowledge for institutional and
other organizations’ programs.
Policy Maker. The study can be used as an input for development policies,
improve communication, dissemination and implementation of research
recommendation.
Researchers. The research study may be used as a reference data and
guide for other researchers in conducting new researches or in testing the validity
of other related findings.

23
NOTES
Samsudin, A. (2017, August 30). Why study social studies? Retrieved from
https://www.schoolbag-edu.sg/story/why-study-social-studies
National Council for the Social Studies, (1921). Retrieved from
https://www.socialstudies.org/social-education/85/5/motivating-students-
research-about-great-chicago-fire-1871-wpa-life-history
Irmiya, R.A., Bitrus, G., & Irmiya, S.R. (2019). Investigation of Students’
Perception of Social Studies Education for Effective Citizenship in Federal
College of Education, Pankshin, Nigeria. KIU Journal of Social Sciences,
5(2): 271–282. Retrieved from https://eric.ed.gov/?id=ED113241
Garcia C.E. (2020). The role of social studies course in the 21 st century society:
perspective from educators and learners. Journal of world Englishes and
educational practices (JWEEP), 3, 2707-7586. DOI:
10.32996/jweep.2021.3.1.2
Frimpong, A. & Mensah R.O. (2020, March 21), Factors affecting Student’s
attitude towards the learning of social studies in the Accra Metropolis of
Ghana: A mixed method analysis. Retrieved from
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3623891
Al-Gharibi, Z. (2009). Attitudes related to Social Studies with young adolescents
in the Sultunate of Oman. Retrieved from
https://www.semanticscholar.org/paper/Atttudes-Ralated-to-Social-
Studies-With-Young-in-Al-Gharibi
Yarnefi, Kartikowati, S., & Gimin. (2019). Interest and factors affecting student in
choosing social departments. Journal of Educational Sciences, 3(2), 227-
236. Doi:10.31258/jes.3.2.p.227-236
Yoo, D.M. & Kim, D.H. (2019). The relationship between students’ perception of
the educational environment and their subjective happiness. BMC Med
Educ 19, 409. doi:10.1186/s12909-019-1851-0
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
In this chapter related literature and studies were presented. These gave
the researcher a clearer view and also provide a strong foundation of useful known
facts that contributed to the complete understanding of the study.
Related Literature
As cited by Wayne (2012), Social Studies defined on his book as the
“preparation of young people so that they possess the knowledge, skills and values
necessary for active participation in society” and it has been a primary part of
schooling in North America since colonial time. The proper purpose or goal of
Social Studies is “citizenship education,” or the development of young people to
process the knowledge, skills, and values essential for active engagement in
society. Citizenship requires students to participate actively while learning in the
classroom. Instruction should provide activities that engage students so that they
learn and involved in the civic life of communities, state, and nation.
By means of social studies, students develop historical thinking and literacy
as a way of interpreting our world. Athlos Academies director of instruction and
assessment, Stephanie Ndiaye, said, “A historically literate student can question
and analyse historical sources, understand historical context, and investigate
multiple accounts and perspectives that explain past changes”. Students acquire
historical thinking and literacy as a means of navigating the society through Social
25
Studies. It is not simply a discussion of literature but also it integrate knowledge
about the past into the context of society today.
According to Parker (2015), stated that Social Studies is where students
learn to observe and interpret the world, its people, locations, disasters or tragedy
culture, systems and problems now and in the past is at the heart of a good school
curriculum. Students were helped deliberately to understand, care for, think deeply
and take their place on the public stage in Social Studies lessons and units of
study.
In the book entitled “Teaching Social Studies Today” written by Shoob and
Stout (2017), signified that an effective, active, and have an engaging Social
Studies classroom or learning environment will support students to participate and
have an essential learning experiences that prepare them to become a productive
and responsible citizen in the society. Through the cultural world in the past up to
the present society and by participating in learning experiences the students would
enable to process information in a various way.
Throughout the years, economics, world/American history, government and
other Social Studies topics are always been among the most dreaded classes in
student’s schedule. Weaver (2018), shown on his research study that student’s do
not enjoy their Social Studies classes and even compared it with English , Math
and other subjects. Although Social Studies have a great opportunity to change
the way how student’s think and sees the world they live in but almost of the
students’ perceive Social Studies to be the least important subject and left behind
26
in school, unlike English, Math and Science were constantly being introduced that
serve as the key to success and as the utility for their future jobs.
On the other hand, Ramiscal (2021), stated that the Social Studies K-12
Curriculum Guide of the Department of Education goals of teaching social studies
is to “develop students’ understanding, regarding primary ideas of historical,
geographical, political and economic issues”. The study gives emphasis on
understanding rather than memorizing the concepts in social studies. The students
must create their own meaning about the topics they are studying and to be able
to contextualize it in real life scenarios by making it purposeful to them including
the type of society in which they live in.
In the statement written in Press Reader (2017), Jonel Acuril mentioned that
social studies is very essential subject in understanding the many “facets of society
and how it runs is essential for all grade levels of students from elementary through
college”. Social studies is a broad subject that includes important aspects of the
many different parts of the humanities and social sciences; it is important for every
person to have a basic understanding about the subject that have molded modern
society. Social studies acknowledged for social understanding, encourage civic
efficacy, teach critical thinking, instill character and to perform their role as a citizen
in a democracy society effectively.
The teaching of social studies (Araling Panlipunan) is expected to contribute
to the development of people who is aware and knowledgeable of and have a
courage to analyze current issues and concerns in the local and global levels.
Effective teaching of Araling Panlipunan is denote as meaningful because the

27
learners or students’ see the relevance and connection of the lesson to their lives
because it is a real world application. (Del Rosario, 2014).
According to Seloterio (2018), the study showed the sad reality that most of
the students find Araling Panlipunan subject as a dull and boring subject because
the subject is dealing with history, economics and politics and even of government,
constitution and society. The contents of the subject are broad to comprehend and
difficult in nature that it should be taught in an expansive way. For these reasons,
learners find it boring and disinterested in the subject.
Ahmed and Maryam (2016), the study concluded that mostly students had
negative attitude and perception towards social studies subjects because they are
dependent on their families. Their parents motivate them for those subjects who
have greater high paying job opportunities in society such as engineering, biology,
physics, medical, in short all natural sciences. The students also reported that their
teacher did not motivate them for social studies subjects so that’s why they had
little or no knowledge about social studies.
Related Studies
In a study that conducted by Osmanoğlu and Emin (2021), determined the
attitudes and perceptions of secondary school students who took Social Studies
subject. By the population of the study of 150 students who are in the 5 th, 6th and
7th grades of the secondary school located within the borders of Bingöl in Eastern
Turkey, the findings of the study revealed that the majority of students understand
28
and having a positive perceptions on their teachers’ who give lecture presentations
and prefer social studies lessons at school through watching on television. This
study is similar to the present study in terms of target participants which is focused
on perceptions of students’ in secondary level while they differ from one another
in terms of method and data gathering procedure. The study used “scale of
attitudes and perceptions towards social studies course broadcasted on TRT EBA
secondary school channel“, while the present study only used survey and
questionnaire in data collection/gathering.
Kaf and Yilmaz (2017), conducted the study with a purpose of investigating
the effectiveness of creative drama as a teaching method in academic
achievement and retention in Social Studies students. There are 81 students in a
public school in Adana Turkey who participated through the use of quasi-
experimental research design model. The research findings indicated that the
creative drama method has a significant effect on Social Studies achievement and
student’s attitude towards Social Studies but not a significant effect on retention of
social studies knowledge. This study was similar to the present study as they have
the same level of participants but they differ in terms of the research design. The
study present a quasi-experimental by using “Attitude towards Social Studies
Scale” and processed by using covariance analysis while the present study will
use survey and questionnaire in analysis and gathering data.
In the study conducted by Mathé and Elsad (2018), they explore how 16 to
17 years old student’s experienced within the Social Studies classroom. To meet
their goals regression analysis was used on a survey of Norwegian students with
29
the dependent variable given which is the student’s perceptions of citizenship
preparation in Social Studies. As the result, the analysis indicates that enjoying
Social Studies was strongly associated with the given variables and also by the
teacher’s contribution, teaching democracy and politics or regarding Social Studies
topics are also significant. This study was similar to the present study based on its
purpose and participants while the difference between them was this study had a
specific age target while the present study focus on high school students without
specific age requirement.
Dundar and Rapoport (2014), revealed on their study that the upper
elementary students (Grade 4 and 5) demonstrated more negative attitudes toward
social studies than Math or Science. The students’ consider social studies harder,
less valuable and less useful than other subjects. As a result, elementary students
are less willing or enthusiastic to learn social studies. The various reasons for the
prevailing negative attitudes towards social studies among elementary students is
the most obtrusive marginalization of social studies as evidenced by the decrease
of time spent on social studies instruction in the classroom. This study is closely
similar to the present study because it emphasize the attitudes of the students
toward social studies. The study focused on elementary participants while the
present study is in Secondary high school.
Zhao and Hoge (2005) conducted a research in Northest Georgia to
determine the elementary students’ perception and attitudes about social studies
in an open-ended situation. The findings stated that most of the students has a
negative attitudes toward social studies because it is consider as irrelevant to their

30
lives and the reason for the limited knowledge of basic topics and little or no social
studies instruction. This study is similar to the present study because they seek for
the findings on how the students see and what are their behaviour in social studies
subject while they differ from one another because this study focus on students in
elementary level while the present study have a junior high school students level.
According to the study conducted of Eryilmaz et. Al. (2018), that participated
by 24 primary school students from different socio economic levels and 11 Social
Studies teachers through qualitative research approach, The study determined
that the perception of teacher’s and student’s towards Social Studies subject as
an active citizenship and mostly being aware of their rights and responsibilities.
The teachers’ can organize activities and these activities can arrange as an
informative about citizenship education and developing active citizenship
participation. This study was similar to the present study in terms of the purpose
which is to know and understand what are the perceptions of students’ towards
Social Studies while they differ from the method they used. This study used
qualitative research approach while the present study is quantitative research
approach. The study also identified the perception of teacher’s while the present
study was not included the teachers’ perspective.
In a study conducted by Rachael (2015), the research findings revealed that
students’ perception on the role of Social studies in security education is a mean
of maintaining law and order which helps in promoting the security in Nigeria.
Social studies is defined as an instrument for effective teaching and learning of

31
fairly values like honesty, disciplines, obedience, perseverance and maintain of
societal values which provides security and eradicate insecurity or flaws in Nigeria.
Khaled (2013), conducted a study that revealed students seemed to be
honest, open minded, and expressed a genuine interest for social studies. During
the interviews, students expressed the importance of a solid education, which
included social studies education, active learning, and teacher enthusiasm. All
these elements helped to instill a positive attitude in the students. They believed
that Social studies were a good option for an elective course. Other themes
mentioned in the interviews, such as an undemocratic educational system,
discipline, (pertaining to several topics) and the importance of a clean campus did
not change students’ perceptions of social studies. This study is similar to the
present study in terms of knowing the perceptions of students towards social
studies while they differ in research instrument were they used pure interview while
the present study focused only on survey questionnaire.
The study conducted by Garcia (2020), determined the role of Social
Studies (Araling Panlipunan) to the present and modern society from the
perceptions of the Social Studies teachers and senior high students of Zone 4,
Division of Zambales, Philippines. The findings from the students’ perception show
that the Social Studies teachers execute lessons and provide classroom settings
in which the roles of Social Studies Program to help the students acquire
knowledge and enhance understanding on society.
Guimba et. Al., (2016) conducted a study among Grade 9 students in
Mindanao State University-Integrated Laboratory School. Based on the findings

32
gathered in this study, it was found out that the high image of Social Studies was
caused by the students’ belief that the subject was relevant to their future
occupations. According to their answers the main activities involved were reading,
listening to the teacher, copying from the blackboard and whole-class discussions
orientated learning activities. Students indicated that they wanted group work,
relevant and interesting topics and more visual aids in Social Studies.
These two studies are similar to the present study since it emphasize the
perception of the students regarding the importance of learning social studies
subject for the future occupation, relevance of teacher’s involvement that provide
good and positive discussion that helps students motivate in understanding social
studies which are also the main purpose of the present study. However, they differ
in terms of target participants.
On the other hand, the study conducted by Tomarong and Quebada (2018),
surveyed a total of 50 Grade 10 students of Castillejos National High School. 45
of the participants are Grade 10 Zircon which consists of 20 boy and 25 girls while
the remaining 5 participants were boy from the other section. The study revealed
that the students perception in social studies was boring because of the discussion
were taught by the teachers and learning style and strategies in teaching that affect
the student’s boredom in social studies. The study is similar to the present study
as it discerned also a perception of the students in social studies subject as an
implication of teacher’s learning style and strategies that have negative effects on
student’s interest such as boring, irrelevant and being dull. The study focused on
33
Grade 10 students only as their participants which is different from the scope of
present study.
A study by Crisolo et. Al., (2021), conducted a study focused on the
significance of social studies in 21 st century society. They surveyed 25 Grade 7
students enrolled in a public secondary school in Zambales, Philippines. The
results of the study revealed that the nature of subject itself still relevant today as
it “encourages community participation, foster cultural sensitivity, promotes cultural
heritage, serves as meaningful information and brings people back to the past”.
Synthesis of the State-of-the-Art
Many researchers and authors see social studies subject as a positive
perception in achieving democratic and citizenship education, understanding the
society, and learning the past and history. According to the literature gathered from
Wayne, Athlos Academies, Parker, Dhandhania, Shunk and Judith, Ramiscal,
Panay News, social studies is an important subject that enhances the students’
knowledge and values essential for active engagement in society, understanding
regarding primary ideas of historical, geographical, political and economic issues,
encourage civic efficacy, instill character and provide students with an
understanding of their role as a citizen. Social studies. These are also supported
by the studies of Khaled and Crisolo.
According to the studies gathered from Guimba, Beck, Garcia, Mathe and
Elsad, Eryilmas, Bursa and Ersoy, and Del Rosario, teacher’s contribution,
34
teaching and learning style and strategies, teachers execute lessons and provide
positive classroom settings also a great help to the students in acquiring
knowledge and enhance understanding of social studies subject.
There are some studies that the researchers include that somehow closely
related or relevant to the study. These are the studies by Dundar and Rapoport,
though their research focused on elementary students only still the findings were
revealed the perception of students in social studies subject which are the main
purpose of the present study. Shoob and Stout also claiming that having an active
and engaging environment helps the students change their perception in social
studies classroom, the utilization of technology, creative drama and application of
watching television by learning social studies that will be found on the studies by
Osmanoğlu, Kaf and Yilmaz.
Despite the benefits of learning social studies subject, some writers and
researchers find negative perceptions towards a certain subject. According to
Weaver and Seloterio, students perceived social studies as boring, dull and far
away from the reality unlike other subject like Math, English, Science that students
see it has the key to success and have a greater high paying job opportunities in
society. Some also noted that students bored with the teacher-centered learning
and teaching strategies and only enjoyed social studies subject when they watched
video presentation, went to fieldtrips, and group work. These are supported by the
studies conducted by Ahmed, Maryam, Tomarong and Quebada.

35
Therefore, there is a high regard for social studies subject perceived and
treated as one of the beneficial and enjoyable subject but there are still negative
implications of social studies subject in students’ perspective.
Gap to be bridged by the Study
The researchers' view of related studies had been made and it was
determined that Student's perception in Social Studies has a huge influence on
how they give importance to the subject. Majority of the gathered studies discerned
the idea that the students perceived social studies subject as a crucial, imperative
and have an interesting discussion were taught by the teacher based on their
learning styles and strategies. Student also sees it as an interesting, fun and one
of the most important subject, where in it help them to become a better citizen in
the society.
On the other hand, social Studies subject has been left behind from other
subject, as students’ perceive it as dull, boring, and challenging and more on
memorization subject and they see it has no connection to their dream jobs or to
their future occupation. The present study filled the knowledge gap on what is the
student's perception specifically if the sex or gender of high school students affects
their perception in learning social studies. It contributes to the existing studies
about student's perception towards Social Studies if it is known as a least love,
boring and uninteresting subject.

36
Theoretical Framework
The following theories are deemed significant to the present study:
Social Learning Theory, proposed by Albert Bandura, emphasizes the
importance of observing, modelling and imitating the behaviours, attitudes,
perception of others. Social learning theory considers how both environmental and
cognitive factors interact to influence human learning. So, social studies tries to
model the child’s behaviour to reflects the acceptable norms, attitudes and values
in society.
Self-perception theory suggests that people develop attitudes and opinions by
observing their own behaviour and drawing conclusions from it. This theory also
downplays the role of internal thoughts and emotions in attitude formation.
According to self-perception theory, you didn’t decide that you like social studies
subject because you think it’s the best type of subject and there’s a lot of
advantages you can get or because learning to it makes you feel good and help to
understand the society we live in. Instead you decided that you like social studies
based on the fact that you use to like it a lot among other subjects Thus, we learn
about ourselves and form self-judgments the same way we learn about and judge
others by observation.
37
Self-Perception Theory Social Learning Theory

Daryl Bem (1970) Albert Bandura (1963)
This approach emphasizes the people Social learning is learning by
develop attitudes and opinions by observing other people with the goal
observing their own behaviour and of adapting one's perception
drawing conclusions from it in social studies contexts.
Figure 1. Theoretical Paradigm

38
Conceptual Framework
The present study aimed to discerned the perception of students toward
social studies. The researchers used the Input-Process-Output scheme to
determine the perception of students of Gubat National High school as far as social
studies subjects are concerned.
The input phase are the profiles of the respondents, students’ perception in
social studies subject, relationship between the perception of social studies and its
profile, and actions proposed to solve a problem. Information about the profile of
the respondents include age, sex, and grade level of high school students
particularly in from Grade 7 to Grade 10. Included in the concept are the
perceptions of the students in learning social studies subject.
This was followed by the process through the use of survey – questionnaire
to gathered the appropriate data in order to answer the problems of the research.
There are two type of survey questionnaire that the researchers used. First is
online survey questionnaire through the use of google forms and send the link to
the intended participants (study sample) of the survey. Usually online forums,
social networking sites such as Facebook and e-mail contacts are used for sending
a questionnaire. Second, printed copy of survey questionnaire to those students
who were not able or having difficulties in accessing the google forms.
To develop the output of the study, the researchers come up a promotional
video presentation based on the findings/results of the study if it is negative or
positive perception of the students towards social studies.

39
Feedback will take place after the accomplishment of the output as
determining factors to the input’s component through the identified process.

40
Profile of the students

Perceptions of the Survey
students in social Questionnaire
studies subject
Interviews Video presentation
Relationship between about the students’
the perception of Information from perception towards
students towards different medium social studies
social studies and its
profile.
Problems
encountered in
learning social
studies subject
FEEDBACK
Figure 2. Conceptual Paradigm

41
Definition of Terms
In this part of the research, the terminologies used are defined conceptually
and operationally.
Perception – According to the Merriam Webster, it is the “ability to see, hear,
or become aware of something through the senses”. It is the way in which
something is regarded, understood or interpreted. In the present study, perception
means the awareness of studying social studies at Secondary high school.
Social Studies. According to National Council for the Social Studies, it is the
“integrated study of social sciences and humanities to promote civic competence.
In the present study, it pertains to the views of the students about social and
historical understanding, civic efficacy and citizenship education.
Social understanding – According to PACE Academy it is a knowledge of
the human condition, how it has changed over time, the variations that occur in
different physical environments and cultural settings, and the emerging trends that
appear likely to shape the future in an interdependent world.
Students. According to Merriam Webster, students defined as a person who
attends a school, college, or university. In the present study, students refers to the
Secondary high school as a primarily target participants.
Students’ Perception. It is the process of nature observation and interpret
information that is in an environment with the use of the five senses. In the present
study it’s the understanding and attitudes by the students towards social studies.
42
NOTES
Wayne, R. E. (2015). The social studies curriculum. Purposes, problems, and

possibilities. Fourth edition. Journal of social science education, 3, 1618-
5293. DOI: https://doi.org/10.4119/jsse-754
Athlos Academies (2019, January 25). Social Studies: Preparing students for the
real world. Retrieved from https://athlosacademies.org/social-studies/
Parker, W.C. (2015). Social studies today. Research and practice. Washington,
DC: Routledge
Shoob, S., & Stout C. (2017). Teaching social studies today. New York: Shell
Educational Publishing, Inc.
Weaver, M. (2018). High school students’ views of social studies. Honors

projects. 454. Retrieved from
https://scholarworks.bgsu.edu/honorsprojects/454
Dhandhania, T. (2021). The importance of social studies in the school curriculum.

The Progressive Teacher. Retrieved from
https://www.progressiveteacherin/the-importance-of-socialstudies-in-the-
school-curriculum/
Schunk, D., & Meece, J. (2012). Student perception in the classroom. Retrieved
from
https://books.google.com.ph/books?id=oPnlqsTU8lEC&printsec=frontcove
r&dq=All+about+student+perception+in+subject
Ramiscal, J. (2021, May 11). Relevance of social studies amid Covid-19

pandemic. The Manila Times. Retrieved from
https://www.manilatimes.net/2021/05/11/opinion/letters-to-the-
editor/relevance-of-social-studies-amid-covid-19-pandemic/872164/amp
Panay News (2017, February 4). Important of social studies today. Retrieved
from https://www.pressreader.com/philippines/panay-
news/20170204/281900182943203
Del Rosario, H.J. (2015). Learning experiences in Social studies. Retrieved from
https://prezi.com/efo43n5cdd91/learning-experience
Seloterio, A.L. (2018). Simplified study guide: Its effect to the performance level
in araling panlipunan among grade six learners. Retrieved from
https://pdfcoffee.com/araling-panlipunan-18-pdf-free.html
Ahmed, U., & Maryam, S. (2016). Secondary school student’s attitudes toward
the social science studies. International journal of academic research in
43
progressive education and development, 5, 2, 2226-6348. Doi:

https://dx.doi.org/10.6007/IJARPED/V5-12/2093
Osmanoğlu, A.E., & Osmanoğlu, U.O. (2021), TRT EBA Secondary school
channel social studies courses: Attitude and perceptions of students. In:
education quarterly reviews, Vol.4 special issue 1: Primary and secondary
education, 226-239. DOI: 10.31014/aior.1993.04.02.242
Kaf, O., & Yilmaz, O.U. (2017). Effects of creative drama method on students’
attitude towards social studies, academic achievement and retention in
Turkey. European Journal of Educational Research, v6, p289-298.
Retrieved from https://eric.ed.gov/?id=EJ1149721
Mathé, N.H., & Elstad, E. (2018).Students’ perceptions of citizenship preparation

in Social Studies: The role of instruction and students’ interests. JSSE-
Journal of Social Science Education 17 (3), 75-87. Retrieved from
https://scholar.google.com/scholar?
Dundar, S. & Rapoport, A. (2014). Elementary students’ attitudes towards social

studies, math and science: An analysis with the emphasis on social
studies. The Councilor: A Journal of the Social Studies, vol. 75, no.2.
Retrieved from https://thekeep.eiu.edy/the_councilor/vol75/iss2/5
Eryılmaz, O., Bursa, S., & Ersoy, A.F. (2018). Social studies teachers' and
students’ perceptions of active citizenship and non-governmental
organizations. International Online Journal of Educational Sciences 10 (2),
258-276. Retrieved from
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Social+Stud
ies+subject%3AStudent%27s+perceptions&oq=Social+#d=gs_qabs&u=%
23p%3DASO6VxB899cJ
Rachael, A (2015). The perception of students on the role of social studies in

security education in Nigeria. Retrieved fromhttps://www.researchgate.net/
Khaled A.F. (2013). Students’ attitudes toward social studies education. The
Journal of International Social Research. Retrieved from
https://www.sosyalarastirmalar.com
Garcia C.E. (2020). The role of social studies course in the 21st century society:
10.32996/jweep.2021.3.1.2
Guimba, W.D., Aguino J.U., & Banissa A.G. (2016). Attitudes related to social
studies among Grade 9 students of MSU-ILS. Retrieved from
http://dx.doi.org/10.17758/URUAE.UH0516030
44
Tomarong, B.C., & Quebada, L.F. (2018). Causes pf students' boredom in social
studies discussions. Retrieved from https://myreadables.com/why-
students-get-bored-in-the-classroom-reasons-and-remedies/amp/
Crisolo O.R., Camposano S., & Rogayan D. (2021). Relevance of social studies
in the 21st -century society: Students' perspectives project: Social studies
education. Retrieved from
https://www.researchgate.net/publication/317341173_Relevance_
of_social_studies_in_the_21st_century_society_Students'_perspectives
McLeud, S. (2016). Albert Bandura’s social learning theory. Simply Psychology.

Retrieved from https://www.simplypsychology.org/bandura.html
Bem, D. (1970). Self-perception theory.Retrieved from https://
https://www.alleydog.com/glossary/definition.php?term=Self-Perception
Merriam-Webster (Accessed 30 Oct. 2021). Students. Retrieved from
https://www.merriam-webster.com/dictionary/student.
Cherry, K. (2020). What is perception? Very well mind. Retrieved from
https://www.verywellmind.com/perception-and-the-perceptual-process-
2795839
Social Studies (n.d). Collins Dictionary. Retrieved from
https://www.collinsdictionary.com/dictionary/english/social-studies
Social understanding (n.d). PACE Academy social studies resources. Retrieved from
https://www.pacek8.com/apps/pages/index.jsp?
Students’ perception (n.d). Retrieved from https://text-
id.123dok.com/document/oy8x9klwq-definition-of-student-perception-
definition-of-teachers-performance.html
45
CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY
This chapter presented the procedures that already used in conducting the
study which generally aimed to determine the perception of students when it
comes to Social Studies subject. The discussion included the research design,
sources of data, respondents, research instrument, data gathering procedure and
statistical treatment.
RESEARCH DESIGN
The purpose of the study determined the perception of the students when it
comes to Social Studies subject. The study used a descriptive research design,
which is useful for obtaining information that describes existing phenomena and In
order to achieve the study's main objective. A descriptive-survey research design
aimed to know the extent to which different condition can be obtained among this
subject.
According to Barrot (2017), descriptive research aimed to observe and
report on a certain phenomenon by measuring variables as they occur. This study
is descriptive as it described the following: (a) Age, (b) Sex, and (c) Grade level of
the students. While, a survey research design is where a researcher measures the
relationship between two variables without controlling any (McCombes, 2020). It
can be applied in determining the perception and problems encountered by the
students towards social studies. In order to test specific hypothesis and to obtain
numerical data from the respondents, a quantitative approach was used. This
46
method/approach are valuable since it saves time in the data gathering process by
covering a large number of people in a short period of time. The present study also
used checklist and Likert Scale because the undertaking determined if there is a
significant relationship between the students' perception on social studies subject
and profile of the students.
SOURCES OF DATA
The present study was determined the perceptions of students when it
comes to social studies subjects. The study used primary and secondary sources
of data. The primary data of this study were the response of respondents to the
instrument. The researchers used online surveys, experiments (hypothesis), direct
observation or communication with the participants through google forms or giving
a printed copy of questionnaire. The secondary data came from various literary
works and scholarly journals, articles and studies that was written and conducted
by other parties.
SAMPLING
The feedback coming from the research respondents will serve as the major
source of information that support and challenge claims over the different aspects
of this research. The chosen respondents are the students of Gubat National High
School from grade 7 to grade 10 level. The sample size is determined using the
Slovin’s Formula. It was used to calculate the sample size required to get a certain
confidence interval when sampling a population. This formula is used when you
don’t have enough information about a population’s behavior (or the distribution of
47
a behavior) to otherwise know the appropriate sample size. (Statistic How To).
Moreover, with three thousand twenty students’ entire population size of Gubat
National High school falling in grade 7 to grade 10 level, ninety eight consisted the
sample size by the use of margin of error. The margin of error is a statistic
expressing the amount of random sampling error in the results of a survey. (Market
Research)
In determining the number of samples per grade level, the researchers
utilized a random sampling. Random sampling also known as probability sampling,
is a sampling method that allows for unbiased data collection, which lets studies
arrive at unbiased conclusions and for determining the availability of the
respondents.
RESEARCH INSTRUMENT
The quantitative instrument for this study is through checklist. Checklist is
one of the most common instrument for data gathering as it is intended to contain
information about condition or practices of which the respondents are presumed
to make generalizations concerning the population of the study . Thus, it is
important that the checklist will be designed to serve its purpose.
The research checklist was composed of two parts: Part 1 consist of the
respondents’ personal data and information such as name, age, sex, and grade
level. Part II entails the question proper which seek answer to the questions based
on the research problem. It describes the students’ perception of high school
students towards social studies subjects.

48
DATA GATHERING PROCEDURE
After the validation of the instrument, the researchers secured a written
permit to the administrators of Bicol University Gubat Campus, to the principal of
Gubat National High School and also the Head Teacher in order to be allowed in
conducting the study. After given permission, the researchers explained the
purpose of the study to the selected respondents and then they made sure each
participant corresponds to their predefined criteria. Records from the prior teacher
adviser is useful enough for the needed data on the total number of the students.
The researchers collected the data by means of survey questionnaire that
comprises their age, gender, and grade level. The perception of the respondents
identified through the second part of the survey questionnaire that was given to
them.
The survey-questionnaire has been distributed to the target respondents via
online or through printed sheets. Those who can be reached out through email or
through any available social media were asked to accomplish the survey in Google
forms. Those who are limited by several factors to access the survey online were
provided with printed sheets. After, the respondents have taken the survey; the
papers were checked, tallied, tabulated, interpreted and analyzed.

49
STATISTICAL TREATMENT
The data gather were tallied, tabulated and analyzed by the use of
appropriate statistical procedure. These included: frequency count, percentage
and weighted mean. The frequency count and percentage were used to determine
the ruling responses in the instrument to further analyze and interpret the data. In
problem 1 and 2, in order to measure and describe the information of high school
students in terms of their age, sex and grade level as well as their perception
towards social studies subject, the researchers used frequency count and
percentage. The hypothesis of the research was tested using Pearson Product
Moment Coefficient of Correlation.

50
NOTES
Barrot, J. (2017). Understanding research methods and designs. Retrieved from

https:www.coursehero.com/file/68266609/WORKSHEET-NO-2docx/
McCombes, S. (2019). Descriptive research. Scribbr. Retrieved from

https://www.scribbr.com/methodology/descriptive-research/
Bhandari, P. (2020). An introduction to quantitative research. Scribbr. Retrieved

from https://www.scribbr.com/methodology/quantitative-research/
Fluet, B. (2021). What is perspective research? Retrieved from

https://invoke.com/blog/what-is-descriptive-research
Random Sampling. (n.d). The Economic Times. Retrieved from

https://m.economictimes.com/definition/random-sampling/amp
Margin of Error, (n.d.). What is margin of error – definition, calculation with

examples? Market research. Retrieved from
https://www.questionpro.com/blog/margin-of-error/amp/
Slovin’s Formula, (n.d). Slovin’s formula: What is it and when do I use it?.
Statistics How To. Retrieved from
https://www.satatisticshowto.com/probability-and-statisitcs/how-to-use-
slovins-formula
51
CHAPTER 4
This chapter presents the discussions, findings, analysis, and interpretation
of the data gathered by the researchers .The discussions were arranged as
follows: profile of Junior High School students in Gubat National High School,
perception towards social studies subject and significant relationship of age, sex
and grade level between the perceptions of the students in social studies subject.
1. Demographic profile of the respondents.
a Age
Table 1. Age
Age Frequency Percentage%
12 4 4.08%
13 26 26.53%
14 26 26.53%
15 19 19.39%
16 16 16.33%
17 7 7.14%
18 0 0
19-Above 0 0
TOTAL 98 100%
Table 1 illustrate the age categories who took part in the completion of the
questionnaires. The data gathered shows that ages 13-14 constitute the majority
of the respondents garnering a percentage of 26.53% while, students’ ages 12
represents the least number of respondents gaining 4.08% of the total population.
This mplies that in range 13-14 years old perceived social studies in a positive
way. It is apparent that young people perceived social studies as being valuable.
52
Cited in the article of University of the People that social studies is an important
subject that can help students become informed individuals in a variety of areas,
such as politics, citizenship, cultural awareness and some general knowledge of
world affairs. As they get older, they learn more about their civic duties and
responsibilities and get a better understanding of how the government and
economy work. All of this information can teach learners to be more well-rounded
individuals as they embark on another chapter of their life.
b. Sex
Table 2. Sex
Sex Frequency Percentage%
Male 28 28.57%
Female 70 71.43%
TOTAL 98 100%
Table 2 delineates the profile of high school students in terms of sex/gender.
It clearly shows that female students are dominant since it is occupy most of the
total research respondents with almost 71.43% while an equivalent of 28.57%
constitute the number of male respondents. This implies that majority of the female
respondents perceive more positively about the importance and usefulness of
social studies subject which contradicting the study of McTeer etal (1975)
concluded in their findings that female tended to like social studies less than male
because the content of the social studies curriculum is largely male-oriented.
c. Grade Level
53
Table 3. Grade Level

Grade Level Frequency Percentage%
Grade 7 24 24.49
Grade 8 24 24.49
Grade 9 25 25.51
Grade 10 25 25.51
TOTAL 98 100%
Table 3 delineates the profile of high school students in terms of grade level.
It clearly shows that Grade 9 and 10 students occupy most of the total research
respondents with almost 25.51% while, an equivalent of 24.49% constitute the
number of respondents who are in Grade 7 and 8 level. According to Fraser, B. J.
he conducted the study about the students’ perception towards social studies and
concluded that as the grade level increases from grade 7-10 the perception also
changes..
2. Students’ Perception towards Social Studies Subject
Table 4 depicts the students’ Perception toward Social Studies Subject. It
was interpreted based on the answers provided by the students It clearly showed
that majority of the them answered “Agree” most of the given indicators pertaining
the positive perception toward social studies subject.

54
Table 4. Perception
Indicators Weighted
Interpretation
Mean
1. Social studies is my favorite subject. 3.41 Agree
2. Learning social studies subject helps me to Agree
know the real world and our society. 4.01
3. Social studies ignites a curiosity about a 3.87 Agree
real world issues.
4. I like social studies because I learned 3.81 Agree
about culture and stuff
5. Social studies enables students to
understand the world and make educated 4.02 Agree
judgments about current issues.,
6. Social studies helps me to understand and
learn about government, political ideas that 4.14 Agree
can help me in the future
7. It could be a solution and an eye opener all
the problems we are encountered right now. 3.9 Agree
8. A bridge to learn how history and past link 4 Agree
to present and future.
9. It’s hard for me to learn because our 2.38 Disagree
teacher is boring.
10. Social studies is a boring subject. 2.35 Disagree
11. Topics are repeatedly discussed in social 3.36 Slightly Agree
studies subject.
12. Exposed more on reading textbooks,
answering a lot of questions and demanded 3.55 Agree
dates to memorize,
13. Inadequate teaching and learning 3.24 Slightly Agree
materials
14. Not interested in learning politics, history, Disagree
and social science discipline. 2.31
15. Social studies is a difficult subject. 3.22 Slightly Agree
TOTAL WEIGHTED MEAN 3.44 Agree
Based on the-indicators that provided above, results displayed that social
studies perceive more positively by the respondents. Students interpret social
studies helps to understand and learn about government, political ideas that can
55
help them in the future in which obtained the highest weighted mean of 4.14
interpreted as “Agree” According to Masters in Education (2011), Social studies
imparts essential knowledge for students hoping to make informed decisions in the
future. By exploring world governments, conflicts, alliances, and political
affiliations, students gain a holistic view of how nations interact with each other.
Students will determine the causes of war, economic concerns of individual
countries, and how the world functions as the result of communications between
multiple nations. In contrast, Zhao and Hoge (2005) stated on their findings that
most of the students has a negative attitudes toward social studies because it is
consider as “irrelevant to their lives and to their future occupation and the reason
for the limited knowledge of basic topics and little or no social studies instruction.
The table also shows that most of the students also agreed in the following
indicator – (5) Social studies enables students to understand the world and make
educated judgments about current issues; (2) Learning social studies subject helps
me to know the real world and our society and; (8) A bridge to learn how history
and past link to present and future with almost weighted mean of 4.02, 4.01 and 4
respectively which implies that social studies help students explore how the main
themes of our history play a part in their everyday lives. Learning historical
accounts of how race, class, gender, language, and nationality affected people in
the past allows students to identify with the material in a more personal way that
transcends simple date memorization. By studying the history of the world gives
many students an appreciation and respect for the past. When learners know
about the past, it can better understand that history made the world as it is now.
56
Recounting the biographies of others and the rise and fall of past civilizations
makes it possible to learn from the past and plan for a better future.
Moreover, some students disagreed in the indicators/statement such as it's
hard for students to learn social studies subject because of their teacher on which
obtained the weighted mean of 2.38, followed by 2.35 which students dislike the
subject because it is boring and the least weighted mean is ranging 2.31 stated
that students are not interested in learning politics, history, and social science
discipline. This implies that students do not believe that their teacher is boring and
the subject itself. Social studies teachers help build critical-thinking skills that
transform their students from mere observers in society to productive and informed
citizens. According to Weinstein, reported on their study that students from
secondary school were attracted to teachers who were warm, friendly and
supportive. They saw effective teachers as those who were able to command
clearly, discipline effectively their analysis indicates that enjoying Social Studies
was strongly associated with the teacher’s contribution, teaching democracy and
politics topics are also significant. It was also supported by the study of Garcia
(2020), showed that the Social Studies teachers execute lessons and provide
classroom settings in which the roles of Social Studies subject is to help the
students acquire knowledge and enhance understanding on society.
However it was contradicted by the study of Governale, who discovered that
teacher-centered and textbook-based social studies instruction had a negative
impact on students' attitudes toward the subject. It shows that many teachers
continue to depend on textbooks and lectures as a main tool for teaching. These
57
methods focus traditionally on presenting information rather than taking an
interactive approach and also showing little interest in the subject when the teacher
dominates the class. Based from the study also conducted by Tomarong and
Quebada (2018), they revealed that the students perception in social studies was
boring because of the discussion were taught by the teachers and learning style
and strategies in teaching that affect the student’s boredom in Social Studies.
On the other hand, the findings also revealed that no matter how positive
and interesting the subject is, others still perceive it differently and difficult. It
means that the results indicated such as exposing them more on reading,
answering questions and memorizing; discussing the topic repeatedly; lack of
teaching/learning materials and stated that students perceived social studies as a
difficult subject to take are the factors/indicators why they’re having a negative
perception toward social studies subject. It was supported by the study of Faiz
(2020), shows that the instructional strategies a teacher uses in a social studies
classroom have an impact on student perception. Students find lectures and
Powerpoints boring and want to engage in other forms of learning that is more
active and engaging. According to Seloterio (2018), the study showed the sad
reality that most of the students perceived Araling Panlipunan negatively. The
contents of the subject are broad to comprehend and difficult in nature that it should
be taught in an expansive way. For these reasons, learners find it boring and
disinterested in the subject.

58
3. Significant Relationship between the students’ perception towards social

studies subject and its demographic profile.
Table 5. To test the relationship between students’ perception toward social
studies subject and its profile, Pearson R or a correlation coefficient was used.
Profile of
The Perception r-value p-value Remarks
Respondents
Age Perception -0.006 .059439 The result is not

significant at p< .05.
Sex Perception -0.010 .922149 The result is not

Grade Level Perception 0.212 .036474 The result is

Based on the statistical treatment results in terms of age, r value is equal to
-0.006 and p – value is .059439 while in sex variable r value having an equivalent
of -0.010 and p-value of .922149.. Since p – value is less than .05 level of
significance, it means that there is no significant relationship between perception
towards social studies subject and age of the students as well their sex. This
implies that age and sex does not affect at all on how student perceive the subject.
In terms of grade level, r-value computed as 0.212 and p-value is .036474.
Since p – value is greater than .05 level of significance, there is a significant
relationship, it means that the students’ perception towards the subject have
significant relationship with their corresponding grade level

59
4. Proposed Output based on the Result of the Study: Promotional Video

Presentation
Rationale
Based on the results of the study conducted, a promotional video
presentation containing the explanation of the perception of the students about
social studies subject, the results of the study and a discussion of how students
will be able to cope up with their problems and difficulties in learning social studies.
This video helps junior high school students to gain a knowledge on the role and
importance of social studies subject.
Specific Objectives:
• To raise awareness about the importance of giving attention on what
social studies bring on students’ lives and to have an opportunity to
widen their knowledge in understanding the reality and world
• To discuss the findings of the conducted study.
• To tackle the positive and other negative perception of the students.

60
NOTES
Indeed Editorial Team (2021). The importance of Social Studies (and 9 benefits).
Retrieved from https;//www.indeed.com/career-advice/career-
development/importance=of=social=studies
Master in Education (2012). Teaching Social Studies. Retrieved from

https;//www.masters-education.com/teaching-social=studies/
Zhao Y., & Hoge, J, (2005). What Elementary students and teachers say about
social studies? The Social Studies, 96(5): 216-221. Doi:
10.3200/TSSS.96.5.216.221
Faiz, Melike, & Emine K (2020). Academic Motivation Levels of Secondary

School Students and their attitude towards a social studies course.
Review of International Geographical Education Online. Doi:
10.33403/rigeo.693769
Mcteer, J (1975). Student interest in Social Studies content and Methodology.

Journal of Educational Research, 67, 238-240
Fraser, B. J. (1981). Deterioration in high school students’ attitudes toward social

studies. The Social Studies, 72(2) 65-68. Retrieved from
https;//www.tandfonline.com/doi/abs/10.1080/00220973.1944.11019696
61
CHAPTER 5
SUMMARY, FINDINGS. CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions, and
recommendations based on the data gathered by the researchers.
Summary
answers to the following problems:
1. What is the profile of the students terms of :
a. Age
b. Sex
c. Grade Level
Subjects?
3. Is there a significant relationship between students' perception on Social studies
subject and students' profile?
4. What is the problems encountered by high school students along Social Studies
Subjects?
This study is descriptive research, it aimed to determine the perception of
Junior High School students towards Social Studies subject. There are 98
62
respondents in this study and they are the Grade 7-10 of Gubat National High
School whose age range from 12 to 19 above. The research instrument used in
the study is a questionnaire consisting of two parts – profile and checklist based
on the study.
Findings
Some of the salient or prominent findings of the study about the perception of
Junior High School students toward Social Studies subject are stated as follows:
1. What is the profile of the students’ terms of:
1a.Age
Junior High School students ages 13-14 constitute the majority of the
respondents garnering a percentage of 26.53% while students’ ages 12 represents
the least number of respondents gaining 4.08% of the total population.
1b.Sex
It clearly stated that female students are dominant since it is occupy most of
the total research respondents with almost 71.43% while an equivalent of 28.57%
constitute the number of male respondents.
1c.Grade level
The grade level which got the highest percentage is the Grade 9 and 10
students, as occupy most of the total research respondents with almost 25.51%
while, an equivalent of 24.49% constitute the number of respondents who are in
Grade 7 and 8 level.

63
Subjects?
In this area there are 15 indicators that shows the positive and negative
perception of the students towards social studies subject. The finding revealed that
students perceived social studies positively as it helps to understand and learn
about government, political ideas that can help them in the future, social studies
enables students to understand the world and make educated judgments about
current issues, learning social studies subject helps me to know the real world and
our society, a bridge to learn how history and past link to present and future, it
could be a solution and an eye opener all the problems we are encountered right
now, social studies ignites a curiosity about a real world issues, they like social
studies because they learned about culture and stuff, and lastly social studies as
their favorite subject got the general weighted mean of 4.14, 4.02, 4.01, 4, 3.9,
3.87, 3.81, and 3.41, respectively. On the other hand, students perceived social
studies as the topics are repeatedly discussed in social studies subject, exposed
more on reading textbooks; answering a lot of questions and demanded dates to
memorize; inadequate teaching and learning materials and social studies is a
difficult subject with the general weighted mean of 3.36, 3.24, 3.22, 2.38, 2.35 and
2.31, respectively.
3. Is there a significant relationship between students' perception on Social
studies subject and students' profile?
Since the p – value of age is .059439 while in sex having a p-value of
0.922149, it means that there is no significant relationship between age, sex and
64
perception towards social studies subject. While in terms of grade level, p-value is
computed as .036474, it means that the students’ perception towards the subject
and grade level have significant relationship with each other.
Conclusions
1. What is the profile of high school students in terms of;
1a. Age
Majority of the students answered that social studies is an important subject
that can help students become informed individuals in a variety of areas, such as
politics, citizenship, cultural awareness and some general knowledge of world
affairs. As they get older, they learn more about their civic duties and
responsibilities and get a better understanding of how the government and
economy work. All of this information can teach learners to be more well-rounded
individuals as they embark on another chapter of their life.
1b. Sex
Majority of the female respondents perceive the value and utility of the
subject more favorably.
2. Students’ Perception towards Social Studies subject
Based on the responses given by the respondents believed that social
studies helps and teaches students about important events in history, politics,
government, to know the world and society and also about the responsibilities of
65
the citizens. To promote Social Studies education in the schools teachers need to
consider the strategies they employ, the classroom atmosphere they promote and
the expectations they communicate to their students. In order to be effective in this
process it would be useful to ensure that there were no discrepancies between
teacher and student perceptions of the actual classroom environment.
3. Is there a significant relationship between high school students' perception on
Social studies subject and students’ profile?
Age and Sex does not affect the perception of the students while Grade level
have an impact to the perception of the students toward social studies subject.
4. Proposed Output
A video based from the results of the study is developed. It discusses how
students could be able to learn both negative and positive perception and to
promote the importance of studying Social Studies subject.

66
Recommendations
As the study progressed, a few areas as suggested areas for future studies.
The recommendations are as follows:
1. Students should change their dispositions and perception toward the
Subject. They should learn to be positive about the subject and
encouragement to think about careers in social studies at an early age
because the earlier children start thinking about the careers they would
enjoy, the better off they would be when the actual time comes.
2. Videos and other ways of disseminating information must be developed
in order to strengthen campaign the usefulness and importance of social
studies subject.
3. Teachers of social studies should employ different methodologies in
teaching the subject and also should make the class more lively to solve
the problem of period of boredomness and difficulties on the part of the
learners in the teaching and learning process.
4. School should see it as point of duty to organize seminars, workshops
and symposia and as well promote all training teachers in social studies,
as this would help in ensuring the relevance of the subject.
.
67
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71
APPENDIXES
BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon
February 18, 2022
MS. ESTER M. FORTES

Master of Arts in Education
San Roque National High School
Sir/Madam:
Greetings of Peace and Prosperity!

The undersigned are 3rd year students of Bicol University Gubat Campus, currently
taking up Bachelor of Secondary Education Major in Social Studies with proposed
research study entitled: “Social Studies Subject: Students’ Perception.
In connection with this, the researcher humbly request your permission and
assistance to validate the attached self-made questionnaire. We are fully aware
about your expertise to provide such help in our study. We are looking forward to
your positive response. Thank you very much and God bless.
Very truly yours,

ROSE ANN F. ENGAY
Researchers
Noted by:
ALVIN D. LABAN
Research Adviser
72

BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon
To the Validators: Please tick a mark (✓) on the provided column as to indicate
whether the interview questionnaire are relevant or not in the study (based on the
SOP presented). The space for general suggestions or recommendations are
provided at the last paper of this form, please do not hesitate to write.
VALIDATION CHECKLIST
Number of Items Questions Yes No
DEMOGRAPHIC PROFILE
What is the profile of the students in
1 /
terms of;
1.1
a. Age /
1.2 b. Sex /
1.3 c. Grade Level /
PERCEPTION OF STUDENTS TOWARDS SOCIAL STUDIES
What is the perception of High
2 School students towards Social /
Studies Subjects?
2.1 Social studies is my favorite subject. /
Learning social studies subject helps
2.2 me to know the real world and our /
society.
Social studies ignites a curiosity
2.3 /
about a real world issues.
I like social studies because I
2.4 /
learned about culture and stuff
Social studies enables students to
understand the world and make
2.5 /
educated judgments about current
issues.,
Social studies helps me to
understand and learn about
2.6 /
government, political ideas that can
help me in the future
73
A bridge to learn how history and

2.7 /
past link to present and future.
It’s hard for me to learn because our
2.8 /
teacher is boring.
2.9 Social studies is a boring subject. /
It could be a solution and an eye
3.0 opener all the problems we are /
encountered right now.
Topics are repeatedly discussed in
3.1 /
social studies subject.
Exposed more on reading textbooks,
3.2 answering a lot of questions and /
demanded dates to memorize,
Inadequate teaching and learning
3.3 /
materials
Not interested in learning politics,
3.4 /
history, and social science discipline.
3.5 Social studies is a difficult subject. /
Others please specify: /
Is there a significant relationship
between students’ perception on
3 /
Social studies subject and students’
profile?
What can be proposed to solve the
4 /
problems met?
Recommendation/s and Suggestion/s:

Indicators are valid. Those are the perceptions of the students regarding
social studies. The instrument will surely measures what it claims to measure.
Examined and Validated by:
ESTER M. FORTES, MAEd

Validator
(Signature over Printed Name)
74

BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon
February 23, 2022
MS. IVY GIGANTONE BARCELONA

Master 1
Matnog National High School
Sir/Madam:

In connection with this, the researcher humbly request your permission and
Very truly yours,

ROSE ANN F. ENGAY
Researchers
Noted by:
ALVIN D. LABAN
Research Adviser
75

BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon
DEMOGRAPHIC PROFILE
1 /
terms of;
1.1
a. Age /
1.2 b. Sex /
1.3 c. Grade Level
Studies Subjects?
1. Social studies is my favorite
2.1 /
subject.
2. Learning social studies subject
2.2 helps me to know the real world and /
our society.
3. Social studies ignites a curiosity
2.3 /
4. I like social studies because I
2.4 /
5. Social studies enables students to
2.5 /
issues.,
6. Social studies helps me to
2.6 /
76
7. It could be a solution and an eye

8. A bridge to learn how history and
2.8 /
9. It’s hard for me to learn because
2.9 /
our teacher is boring.
3.0 10, Social studies is a boring subject. /
11. Topics are repeatedly discussed
3.1 /
in social studies subject.
12. Exposed more on reading
textbooks, answering a lot of
3.2 /
questions and demanded dates to
memorize,
13. Inadequate teaching and
3.3 /
learning materials
14. Not interested in learning
3.4 politics, history, and social science /
discipline.
15. Social studies is a difficult
3.5 /
subject.
Others please specify:

Factors that influence students’ perception in Social Studies subject can also be
included in the indicators.
IVY GIGANTONE BARCELONA, MAChemEd

Validator
77

BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon
February 18, 2022
MR. ANDY L. LLACER

Instructor
Southern Luzon Technological College Foundation
Pilar Incorporated
Sir/Madam:

In connection with this, the researcher humbly requests your permission and
Very truly yours,

ROSE ANN F. ENGAY
Researchers
Noted by:
ALVIN D. LABAN
Research Adviser
78

BICOL UNIVERSITY
Gubat Campus
Gubat, Sorsogon
DEMOGRAPHIC PROFILE
1 /
terms of;
1.1
a. Age /
1.2 b. Sex /
1.3 c. Grade Level /
Studies Subjects?
2.1 Social studies is my favorite subject. /
Learning social studies subject helps
2.2 me to know the real world and our /
society.
Social studies ignites a curiosity
2.3 /
I like social studies because I
2.4 /
Social studies enables students to
2.5 /
issues.,
Social studies helps me to
2.6 /
79
A bridge to learn how history and

2.7 /
It’s hard for me to learn because our
2.8 /
teacher is boring.
2.9 Social studies is a boring subject. /
It could be a solution and an eye
Topics are repeatedly discussed in
3.1 /
social studies subject.
Exposed more on reading textbooks,
3.2 answering a lot of questions and /
demanded dates to memorize,
Inadequate teaching and learning
3.3 /
materials
Not interested in learning politics,
3.4 /
history, and social science discipline.
3.5 Social studies is a difficult subject. /
Others please specify: /
Is there a significant relationship
between students’ perception on
3 /
Social studies subject and students’
profile?
What can be proposed to solve the
4 /
problems met?

The research questionnaire fits perfect to the study. Based on the
validation, the questions used will give valid data to be analysed by the student
researchers..
ANDY L. LLACER
Validator
80
RESEARCH CHECKLIST
TITLE OF THE RESEARCH: SOCIAL STUDIES SUBJECT: STUDENTS PERCEPTION
WHAT ARE THE PERCEPTION OF THE STUDENTS TOWARD SOCIAL STUDIES
SUBJECT?
INTERPRETATION:
Strongly Agree – SA
Agree – A
Slightly Agree – SLA
Disagree – D
Strongly Disagree – SD
Profile of the Respondents INDICATORS
Grade 9 10 11 12 13 14 15
No. of Age Level Sex 1 2 3 4 5 6 7 8
students
D A S A D S D D A D S A A D S
1 12 7 L L L L
F A A A A
S S S S S S S S S S S S S S S
2 12 7 L L L L L L L L L L L L L L L
F A A A A A A A A A A A A A A A
S S S S S S S S S S S S S S S
3 12 7 L L L L L L L L L L L L L L L
M A A A A A A A A A A A A A A A
A A S A D A D D A S A A A A A
4 12 7 L L
F A A
D S A S S S S S S S S S S S A
5 13 7 A A D L A L A A A A A A
F A A
D A A S S S S S S A S S A S S
6 13 7 A L L L L L L L L L
M A A A A A A A A A
S A A A S S D D A S S S S A S
7 13 7 A L L L A A A A
F A A A
81
S A S S D A D D S S A S S S S
8 13 7 A A L A A A L A A
M A A
A A S S S A S S A A A S A A A
9 13 7 L L L D D A
F A A A
D S D S S S D D A A S D S S A
10 13 7 L D D L A L L
F A A A A
S S S S D A S S A A S S S A D
11 13 7 L L L L L L L A A
F A A A A A A A
A A S A D A D D S S S A A S A
12 13 7 L L L L L
F A A A A A
S A D A D S D D S S A A S S S
13 13 7 L L A A L L L
F A A A A A
D D A D A S S S D D A A A S S
14 13 7 L L L L A
M A A A A
D S A S S A D A A S A S A D D
15 13 7 L L L A L
M A A A A
D S S A A A A A A S A S S S S
16 13 7 L L L A A L A
M A A A A
A S D S S S D D S D S S S D S
17 13 7 A A D L A A A A A
F A
S S S S D A S S S S S A S S S
18 13 7 L L L L L L L L L L L L
F A A A A A A A A A A A A
S A S A D S D D A S A A A D S
19 13 7 L L L L A
F A A A A
A S S S D S D D S A S S S S S
20 13 7 A L D A A A A A A A
F A
A A S A D A S D S S A A A A S
21 13 7 L L A A A
F A A
S D S S D S S A S S D S D A D
22 14 7 L L L D L L L L
M A A A A A A A
S A D A S A D D S S S S A S S
23 14 7 L D A L L L L L
F A A A A A A
82
D S S S D S A A A A S S S S S
24 14 7 A L L L A L A L A
F A A A A A
S A S A S D D D A D S S A A S
25 13 8 F L L A A A L
A A A
S S A A S A S D A S A A A S S
26 13 8 F L A D L L L L
A A A A A
A A A A D A D D A A A A A D A
27 13 8 F
A S A S S S S D A A A A S S A
28 13 8 M A A D L L A D
A A
S A A A S A D D A S A A A S S
29 13 8 F L L L L L
A A A A A
S A A A D S D D A S A A S D S
30 13 8 F L L L A L
A A A A
S A S A D S D D A D A A A A A
31 13 8 M L L L
A A A
A S S A D D S D A D S A A S A
32 13 8 F L L D L L
A A A A
A A S A D S D D A S A A A D A
33 13 8 F L L L
A A A
A S S A S D D S S S A S S S A
34 14 8 F A L D D A L A A L
A A A
S A S A A S D S A S S A A S S
35 14 8 F L L L L L A L L
A A A A A A A
14 A A S D D S D D S S D S S S S
36 8 F L L A L A L L L
A A A A A A
A S S A D S D D S A A A A A A
37 14 8 F A L L A
A A
A S D A S A D D A A A A A S A
38 14 8 M A D L
A
S A S S A S D D S S S S S S S
39 14 8 M L L A L L L L L L L L
A A A A A A A A A A
A A S A D A D D S S A A A D A
40 14 8 F L A L
A A
83
S A A A A S D S A A S S S S S
41 14 8 M L L L A A A L L
A A A A A
S A S A S S D D A S S A A A S
42 14 8 M L L L L L L L
A A A A A A A
A S A A D A S S A A A S A S A
43 14 8 F A D D L L
A A
A A A A S A S S A D A S S S A
44 14 8 F D L D L L L
A A A A
A S S A D A D D S A A A A A A
45 14 8 F A L A
A
S A D S D S S S A D A A A D S
46 14 8 F L L L D D A
A A A
A A S A D A D D A S A A A S S
47 14 8 M L L L L
A A A A
S S A S D S D D A S A A A S A
48 14 8 M L A A L L L
A A A A
S S A S D A D D S A A A S S S
49 14 9 F L A A A A L A
A A
A S S S D S A S A A S A D S A
50 14 9 F A A A L L A A
A A
S A S A D A S S S S A A A S S
51 14 9 F L L D L A L L L
A A A A A A
A S S S D A D S S D A S A D A
52 14 9 F A L A L A A
A A
A A A S D D D D A S S S A A A
53 14 9 M L L L L
A A A A
S A S S S S S D A S S S A S A
54 14 9 F L L A L A L L L L L
A A A A A A A A
A S S A D A D S A S A A S S A
55 14 9 F A L D L L L
A A A A
D A A S D S D S S S S S S D S
56 14 9 M A A D A A A A A A
A S S S D S D D A S S S S S S
57 15 9 F A L A A L A A A L A
A A A
84
S A A A S S A S A D A A A A S
58 15 9 M L L L L L
A A A A A
A A A A A A A A A A A A A A A
59 15 9 F
S A A S A A S S S A A A A A A
60 15 9 M L A L L A
A A A
S A S A S A D D S A A S A A A
61 15 9 F L L D A A
A A
A A A A D A D D A A A A A D A
62 15 9 F
A A S S S A S S S A S A S A A
63 15 9 M L A D D D A A A
A
A S S A S S D S A S A D A A S
64 15 9 F L A D A D A L
A A
A S S A D A D S S A S S S S A
65 15 9 F A L D A L A A L
A A A
S A D S S A D S S S S A A D S
66 15 9 F L L D D L L L L
A A A A A A
D S D S S S D S A D S S D S D
67 15 9 F L L D L L L D L
A A A A A A
S A A A S S D D A S A A A S S
68 15 9 M L L L L L L
A A A A A A
S S S S A S S S A S A A A A A
69 15 9 F L L L L L L L L
A A A A A A A A
A A D A S S S D S D A A A D S
70 15 9 F L L L A A
A A A
A S S S D S D D S D S S S D S
71 15 9 F A L A L A A A A A
A A
D S S S S A S S A S S A S D A
72 15 9 F L L L L L L L L A
A A A A A A A A
A A D A D D D D A S A A A D A
73 16 9 F L
A
S A S S S S S S A D A A S S A
74 15 10 F L L L L L L L A L
A A A A A A A A
85
D S S A A S S S A A A S S A D
75 15 10 F L L L A A A L
A A A A
S A A S D A S A S A A S S S A
76 15 10 M L A L A A A L
A A A
S A D A D A D D A D A A S S A
77 16 10 F L A L
A A
A S S S S S D D A A S S S S A
78 16 10 M D L A L L D A L L
A A A A A
S A A A D A D D A A A A A A A
79 16 10 M L
A
S S S A D S D D A S A S A A A
80 16 10 F A A L L L D
A A A
A S S S D A S D S S S S S S S
81 16 10 F A L A L A L A A A A A
A A A
A A S D A S S S S S S S D S S
82 16 10 F L A L D L A A L A D
A A A A
A S S D S A S S A S A A D S S
83 16 10 F L A D D A A A L
A A
S A A A D A D D S A A A A A A
84 16 10 F L A
A
A A D A D S D S A D S A A S A
85 16 10 F A D L L
A A
A A A A A A A A A A A A A A A
86 16 10 F
A A S S D S D D A A S S S S A
87 16 10 F L L L L L L L
A A A A A A A
A A S S D A D D A S S S S S A
88 16 10 F L L L L L L L
A A A A A A A
A A S A A S D D A D A A A A A
89 16 10 F L L
A A
A S D S D S S S S S S S S S A
90 16 10 M A A A D D A A A A A A
A S S S D S D D A A A A S D A
91 16 10 F A L A A A
A
86
A A D A D S S D A S A A A S A
92 17 10 F L L L L
A A A A
A A A A A S S S S A A S S S S
93 17 10 F L L L L A A L A
A A A A A
A A S A A A A A A S A A A S A
94 17 10 M L L L
A A A
D A S S S A S S S A S S S S S
95 17 10 F A A D L A L A A A L A
A A A
A A S A D A S A A A A A A A A
96 17 10 M A L
A
S D S D D S D A A D D S S A S
97 17 10 M D D L L L L
A A A A
S S D A D A S D S A S S S A A
98 17 10 F A A L A A A A
A
87
CURRICULUM VITAE
I, PERSONAL DATA
Name: Leslie Joy E. Escultura
Address: Nato, Gubat, Sorsogon
Date of Birth: May 31, 2001
Civil Status: Single
Parents: Ma. Lilibeth E. Escultura
Joseph E. Escultura
II. EDUCATIONAL BACKGROUND
Elementary: Nato Elementary School
Nato, Gubat, Sorsogon
(2007 – 2013)
Secondary: Bagacay National High School
Bagacay, Gubat, Sorsogon
(2013 – 2019)
88
CURRICULUM VITAE
I, PERSONAL DATA
Name: Rose Ann F. Engay
Address: Paco, Gubat, Sorsogon
Date of Birth: January 9, 2000
Civil Status: Single
Parents: Rose F. Engay
Alejandro G. Engay
II. EDUCATIONAL BACKGROUND
Elementary: Paco Elementary School
Paco, Gubat, Sorsogon
(2007 – 2013)
Secondary: Bagacay National High School
Bagacay, Gubat, Sorsogon
(2013 – 2019)

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1

SOCIAL STUDIES SUBJECT: STUDENTS’ PERCEPTION

An Undergraduate Research Presented

In Partial Fulfillment of the

LESLIE JOY E. ESCULTURA

MAY 23, 2022

Republic of the Philippines

SAMPLE REVISION ACTION FORM

Reviewers’ Remarks, Action Taken Page/s

INTRODUCTION Removed Dhandhania related

Include irregular and regular added irregular, regular students,

CHAPTER 2 The researchers;

CHAPTER 3 Added some relevant information in

Expound and improve the

LESLIE JOY E. ESCULTURA

ROSE ANN F. ENGAY

Republic of the Philippines

This undergraduate research entitled Social Studies Subject: Students’

in partial fulfillment of the requirement for the degree of Bachelor of Secondary

Education Major in Social Studies.

EVAN CARLO B. DEBLOIS, MAED

GREG G. OLAYRES, PhD

GERALD H. ESTILLER, MSA

ROSEMARIE R. JADIE, PhD

Republic of the Philippines

RECOMMENDATION FOR ORAL EXAMINATION

This undergraduate research entitled Social Studies Subject: Students’

in partial fulfillment of the requirement for the degree of Bachelor of Secondary

Education Major in Social Studies is hereby recommended to the undergraduate

research committee for evaluation.

UNDERGRADUATE RESEARCH COMMITTEE

May 23, 2022

This undergraduate research entitled Social Studies Subject: Students’ Perception

in Social Studies is hereby submitted to the thesis committee for consideration.

MERCIELEN R. DE LEON, MAEd

MARIA RECHEL M. MARCAIDA, MAEd ALEX P. FURIO, MAEd

Republic of the Philippines

RESULTS OF FINAL ORAL DEFENSE RATING

This is to certify that the undergraduate research entitled SOCIAL STUDIES

SUBJECT: STUDENTS’ PERCEPTION prepared and submitted by LESLIE JOY E.

degree of BACHELOR IN SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES

Panel of Evaluators ACTION TAKEN

MERCIELEN R. DE LEON, MAED ________________

MARIA RECHEL M. MARCAIDA, MAED ________________

ALEX P. FURIO, MAED ________________

The students from Bicol University Gubat Campus' Bachelor of Secondary

everyone who has helped make this research a great experience.

this work into the light.

to check their instrument.

respective research panelists Mrs. Mercielen R. De Leon, Mrs. Maria Rechel M.

the invitation, impart their knowledge, patient guidance, enthusiastic

encouragement and useful critiques of the research work. Of course to their

THESIS TITLE : Social Studies Subject: Students' Perception

AUTHOR : Leslie Joy Ereño Escultura

YEAR COMPLETED : 2022

The present study determined the perception of the students in Gubat

National High School towards Social Studies subject. Specifically, it sought

Studies Subjects; If Is there a significant relationship between high school

an output can be proposed to solve the problems met.

A quantitative research approach was adopted and descriptive research

hypotheses. There are 98 respondents in this study consisted of twenty-four (24)

students in Grade 7 , twenty-four (24) in Grade 8, twenty-five(25) in Grade 9 and

twenty-five (25) in Grade 10 that were selected using random sampling.

Chapter 1-5 EsculturaLeslieJoy&EngayRoseAnn

Chapter 1-5 EsculturaLeslieJoy&EngayRoseAnn