Integration of Various Subjects into Social Studies Instruction and Student
Engagement
CHAPTER 1
Background of the Study
Learning comes with a variety of techniques and instructions. The learning
outcomes will be based on the approach and strategies of the educators. The broad way
of teaching is an example of a wide way of learning. The way students learn is not
limited to the teacher’s understanding and expertise, it also comes with their
environment and ideology about learning and that is the main purpose of integration.
According to Barton, 2019. Integration is described as one that connects different
areas of study by cutting across subject-matter lines and emphasizing unifying concepts.
It focuses on making the students feel and connect experiences in real life in a
meaningful and engaging relevant way.
In addition, Shoemaker defined integrated curriculum as, education that is
organized in such a way that it cuts across subject-matter lines, bringing together
various aspects of the curriculum into meaningful association to focus upon a broad area
of study. It views learning and teaching holistically and reflects the real world, which is
interactive. Students can learn the material in a meaningful way when different subjects
are combined into a single class. Furthermore, an integrated curriculum aims to foster a
student-centered curriculum that captivates students' participation, improves student
learning, and increases student interest.
Students realize that numerous disciplines are related and that learning
experiences across subjects are not isolated events; they are interconnected, much as
in real life. Students can study a single subject with a variety of information that crosses
various academic disciplines that are based on standards when the curriculum is
integrated. This helps to reinforce learning and give the curriculum a meaningful life.
In contrast, integration is seen as a workable solution to issues with content
balance, a time-saver, and a means of fostering organic, all-encompassing learning.
There are various ways of integration. Integration may be required or even natural
depending on the topic. Certain subjects are naturally interdisciplinary (ecology, for
example, needs content from both social studies and science). Some topics are largely
associated with one discipline but, to be taught meaningfully, require applications of
another (e.g., consumer education is part of economics, and map and globe studies are
part of geography, but both of these topics require applications of mathematical
knowledge and skills).
In Asia, schools have witnessed similar shifts. Most East Asian countries, such
as China, have customarily adopted discipline-based curricula in secondary schools, but
since the turn of the millennium, integrated curricula have been touted as a means of
expanding young people's international awareness and preparing them for participation
in the global economy. Singapore is one of those countries in which various forms of
integrated curricula have recently been proposed and, in some cases, implemented
(Sharpe & Gopinathan, 2002). Moreover, the study sees an interdisciplinary approach as
an effective way that help educators to elevate global and local understanding of their
environment.
In these present times, the creation of an integrated curriculum is a difficult process,
similar to many other educational reform initiatives. The successful implementation of
curriculum modifications is impacted by the decisions made by teachers regarding their
practices (Fullan, 2007). Teachers' perceptions of the reform and the environments in
which they will be applied, in turn, impact their decisions (Gopinathan & Deng, 2006).
Similar findings from international studies indicate that instructors whose behaviors are
informed by their understanding of the curriculum are essential to the successful
implementation of integrated programs.
Teachers hold different conceptions of integration and which forms of integration
are desirable. The differing categorizations and claims regarding the nature of curriculum
integration may contribute to the difference of views among teachers. Teacher
development studies have, moreover, indicated that hands-on experience in
implementing new curriculum initiatives is more likely to induce attitudinal and
conception changes (Fullan, 2007).
In the Philippines context, the country is already indulging in the field of
integration, moreover, teachers have become more proactive with students due to the
diverse teaching methods that are being practiced inside the classroom, especially in the
social studies curriculum. The integration of Social Studies in the Philippine educational
context is a complex and evolving process, deeply intertwined with the history and aims
of the Philippine education system. The search results highlight a key element in this
integration: the Makabayan Learning Area. Introduced in the 2002 Basic Education
Curriculum (BEC), Makabayan represents a significant shift towards interdisciplinary
learning, aiming to cultivate a sense of national identity and civic responsibility in Filipino
students.
The integration of Social Studies in the Philippines is a continuous process that
requires ongoing evaluation, adaptation, and improvement. Addressing the challenges
related to teacher training, curriculum development, and resource allocation is crucial for
ensuring the success of the integrated approach. By embracing the opportunities
presented by the Makabayan Learning Area, the Philippine education system can
empower students to become critical thinkers, responsible citizens, and lifelong learners.
Teachers in the Philippines increasingly incorporate interdisciplinary approaches
into their social studies lessons, aiming to create a more engaging and relevant learning
experience for students. This approach involves connecting social studies concepts
in other subjects, such as science, math, music, language, ICT, and arts to foster
collaborative and engaging learning experiences. One such study, titled”Effectiveness of
Utilization of Different Teaching Strategies in Araling Panlipunan as perceived by Grade
10 students in Taysan National High School”, investigated the effectiveness of various
teaching approaches in Araling Panlipunan. The study found out that teachers
commonly integrate the availability and power of ICT, technology, and arts to engage
students. These strategies were perceived by students as effective in developing their
thinking skills, behavior, and performance in the subject.
Engaging students in an integrated curriculum requires innovative teaching
approaches and activities that capture their interest and foster active participation. This
can be challenging, especially in classrooms with limited resources or when students are
not accustomed to interdisciplinary learning.
The integration of the subject's approach holds great promise for improving the
quality of education in the Philippines. However, addressing the challenges outlined
above is crucial for its successful implementation. This requires a concerted effort from
the government, educational institutions, teachers, and communities to provide adequate
training, resources, and support. By working together, stakeholders can create an
environment that enables teachers to effectively integrate subjects and empower
students to become lifelong learners.
An Araling Panlipunan Teacher from Ventinilla High School stated that an
integrated curriculum plays a significant role in unifying concepts and holistic learning to
connect the diverse areas of the subject matter. This aims to accomplish a better
learning outcome, having a greater level of critical thinking and understanding of
student's interests, strengths, and weaknesses because the subjects are mutually
beneficial when taught together.
This research underscores that integrating different subjects in a single curriculum
has been shown to significantly enhance students' learning and their overall outlook on
education.
While this approach requires teachers to work closely together to involve a shift
away from the traditional method, it ultimately proves highly successful in helping
students make connections between different ideas and prepare them for future
challenges.
This acknowledges that curriculum integration comes with hurdles, such as the
need for teachers to collaborate extensively and the need to move away from traditional,
subject-specific teaching methods.
The findings of this study will become a basis for the researchers to develop
recommendations that will support the teaching practices of social studies teachers to
increase the level of student and teacher participation in the classroom.
As a result, an investigation was carried out to navigate the effectiveness of
integrating various subjects in teaching social studies curriculum in school settings,
specifically the teachers and students at Eduardo Cojuanco National Vocational High
School
Review of Related Literature and Studies
One of the most important aspects of classroom success rate is through student
engagement. When students are engaged, the material is grasped at a deeper level and
students look forward to the lessons that are being presented to them. However, it is a
reality that there are teachers who use only one teaching style day by day. On the
contrary, researches on teaching strategies conclude that students have more interest in
a topic when a variety of teaching methods are implemented (Byford & Russell, 2007;
Chiodo & Byford, 2004)
Costley (2015) stated that having an integrated curriculum, student scores and
interest in their learning rise. By creating this type of student environment, students are
more engaged in learning and can use cooperative learning to reach goals.
Meanwhile, Curry and Cherner (2016) prove that through social studies
content, students can connect to the modern world and gain a deeper knowledge of the
development of reading and writing skills through social studies integration.
Furthermore, Ucus, (2017) explains how creativity is promoted in social
studies amongst young children and the results were that students gained a deeper
understanding of content being presented when allowed to show creativity. If teachers
show more creativity, students will follow these creative behaviors, which results in
students having better attitudes, flexibility, and discussions about their social studies
learning.
On the other hand, the study of Gyasi Mensah, E., & Osman, S. (2022), the
results revealed that the teachers had a positive perception that incorporating ICT into
the Social Studies classroom makes lessons more engaging, varied, and well-presented,
as well as allows the teacher to control the instructional time effectively, aids students in
comprehending what they have been taught, makes lessons more concrete, and
increases students' attention in class.
Overall, including social studies with other content areas increases engagement
among students.
Local
The study on the integration of Indigenous Peoples' Education (IPEd) within
Social Studies curricula reveals that both learners and teachers perceive IPEd as
beneficial, although teachers tend to underestimate the cultural integration compared to
students. This highlights the importance of incorporating student feedback for assessing
the effectiveness of IPEd integration, Tamana & Pagaddut (2024).
Under DepEd Order No. 62, s. 2011 entitled Adopting the National Indigenous
Peoples Education (IPEd) Policy Framework and DepEd Order No. 43, s. 2013 entitled
Implementing Rules and Regulations of Republic Act No. 10533 Otherwise Known as
the Enhanced Basic Education Act of 2013, the Department of Education (DepEd) is
adopting the enclosed Indigenous Peoples Education Curriculum Framework.
Almagro, R.E., Montepio, H.C. & Tuquib, M.O. (2023), technology integration has
a significant relationship and influence on students' engagement. The study highlights
the importance of creating a safe and convenient e-learning environment and promoting
the use of technology to enhance students' engagement.
The study by Jesson Hero, 2019 stated that technology integration in teaching
helps and assists Social Studies teachers to fill the gap and aid the weakness of
traditional teaching methods with technology-based teaching and learning tools and
facilities.
These different types of integration enable teachers to cater to students' diverse
learning styles and intelligences. This approach exposes students to help them in
making connections between different subjects. Integration has become a crucial aspect
of teaching, allowing educators to promote educational goals across multiple content
areas and subjects. By utilizing and practicing integration strategies, teachers can make
the most of their daily instructional time and provide students with a more engaging
education.
Conceptual Framework
The following paradigm shows the relationship of the variables included in this
study.
I Integration Practices Student Engagement
Action plan for Integrating
Practices in Student
Engagement
Figure 1. Paradigm of the Study
The conceptual framework focuses on understanding how the integration of
various subjects into social studies instruction enhances student engagement among
Grade 10 students at Eduardo Cojuanco National Vocational High School. The study
examines five key integration practices: thematic units, interdisciplinary projects, real-
world applications, technology integration, and project-based activities. It aims to
determine the extent to which these practices enhance student engagement, which is
analyzed in terms of cognitive, affective, and psychomotor learning. Additionally, the
study seeks to identify any significant relationships between the levels of integration
practices and student engagement. Based on the findings, the study will propose a
strategic action plan to effectively implement these integration practices in social studies
instruction to further enhance student engagement.
Statement of the Problem
This study aims to determine the Integration of Various Subjects into Social
Studies Instructions and Student Engagement Grade 10 students in Eduardo Cojuangco
National Vocational High School.
1. To what extent do various integration practices enhance the students’ engagement in
Social Studies?
1.1 Thematic Units
1.2 Interdisciplinary Projects
1.3 Real-world Applications
1.4 Technology Integration
1.5 Project-Based Activities
2. How may the student's engagement be described in terms of;
1.1 Cognitive Learning
1.2 Affective Learning
1.3 Psychomotor Learning
3. Is there a significant relationship between the levels of integration practices and
student engagement?
4. Based on the findings of this study, what plan of action can be made to implement
various integration practices in Social Studies Instruction to enhance student
engagement?
Integration of Various Subjects into Social Studies Instruction and Student
Engagement
CHAPTER 2
This portion of the research presents and discusses the method, participants,
sampling method, instruments, data-gathering procedure, ethical consideration, and data
analysis used by the researchers.
Types of Research
This research implemented a case study methodology. A case study is a problem
to be studied, which will reveal an in-depth understanding of a “case” or bounded
system, which involves understanding an event, activity, process, or one or more
individuals (Creswell, 2002). As defined by Creswell, case study is a qualitative research
method that provides an in-depth examination of a single entity within its real-world
context. This type of research is suitable as used because the current study will show
the implication of integrating various subjects into social studies and identifying the
impact on students' engagement, specifically to the Grade 10 students of Eduardo
Cojuangco National Vocational High School.
Respondents
A total of ten (10) Grade 10 students from four different sections and the Araling
Panlipunan teachers participated in this study that underwent an interview by the
researchers. The students belong to the Junior High School Department of Eduardo
Cojuangco National Vocational High School, during this school year 2024-2025. The
participants were chosen to participate in this study because they are competent and
intellectually capable students that have experienced the change in practices and
strategies due to the integration that can be used by the researchers as their primary
basis in gathering data for this research.
Sampling Method
The study will employ a purposive sampling method to select participants. This
method allows researchers to choose participants based on specific characteristics
relevant to the research. According to Vijayamohan (2022), this involves choosing
samples from the total sample size depending on the survey taker’s or
researcher’s assessment. In this case, the researchers will select Grade 10 students
who have experienced the integration of various practices in Social Studies instruction.
Instrument
The research instruments used by researchers to gather data are survey
questionnaires and semi-structured interviews. The survey will explore their
understanding of concepts, their enjoyment, and their participation levels. Additionally,
the survey will inquire about their perceptions of various integration strategies, such as
thematic units, interdisciplinary projects, real-world applications, technology integration,
and extended projects. To gain deeper insights, semi-structured interviews will be
conducted with a select group of students to explore their experiences with these
integration practices, their perspectives on the effectiveness, and their suggestions for
improvement.
Data Gathering Procedure
The research was revised by the researchers' thesis adviser for ideas and
comments on both the technical and content elements. The researchers coordinated
with the administration of Eduardo Cojuangco National Vocational High School in the
actual implementation of the questionnaires.
The researcher used a letter to request approval from the school principal before
administering the instruments. They then requested the Grade 10 students’ consent to
fill out the pre-survey questionnaire. Following the evaluation and result derivation, the
researchers selected ten (10) students and the Araling Panlipunan teachers to
participate in an interview. The chosen ten (10) Grade 10 students were asked if they
would consent to being interviewed. Before conducting the main interview, the
researchers asked the participants to fill out a consent form stating their willingness to
participate in the study; the said form also asks for the parent's signature to assure full
confidentiality. The researchers gave assurance to the chosen participants that they will
remain anonymous, and the confidential data gathered during the interview will remain a
secret between the researchers themselves.
The problem statement for the researcher's thesis served as the questions.
Grade 10 students were provided with an interview guide to get acquainted with. The
researchers only had 10 minutes to ask the questions and conduct the interview per
student, so they can gather sufficient information to back up their study. Then,
researchers fully transform the gathered data into findings.
Ethical Consideration
To ensure that the current study adhered to standards and ethical
considerations, the research respondents were informed of the study's voluntary nature,
their right to withdraw participation without obligation, the confidentiality of all data, and
the absence of risk and conflict of interest in this study. More importantly, participants
were notified that their participation in the study had no bearing on their performance in
school. The obtained data were saved on a password-protected computer in Google
Drive, accessible exclusively to the researcher. All data were stored discreetly and
anonymously for six months following the completion of this study before being deleted.
No data from the questionnaires would be made identifiable to the respondents or their
schools during any presentation or publication. To safeguard each respondent,
qualitative data were also kept anonymous. In addition, each respondent was required to
read and sign an informed consent document that was given to them by the researchers.
Finally, no explicit mentions of schools, school leaders, or teachers were made in the
Results and Discussion section of this study, as the researcher was primarily interested
in broad quantitative and qualitative data.
Data Analysis
Case studies are in-depth investigations into phenomena within a specific context,
and using various data (Rashid et al., 2019). The case study method was used to:
Show the implication of integrating various subjects into social studies and
identifying the impact on students' engagement, specifically to the Grade 10 learners of
Eduardo Cojuanco National Vocational High School.
The researchers’ used the triangulation method in order to validate the answer of
the participants.
