FACTORS INFLUENCING STUDENT INTEREST IN ARALING
PANLIPUNAN SUBJECT AMONG JUNIOR HIGH SCHOOL
(JHS) STUDENTS IN SANTA FE NATIONAL HIGH SCHOOL
(SFNHS)
Researchers:
Joshua C. Aserit
Dale de los santos
Clarence B. Mosende
Olibeth Tombado
March 04, 202
CHAPTER I: PROBLEM AND ITS BACKGROUND
Introduction
Social studies, which include government, history, and related subjects,
is essential for producing knowledgeable and involved citizens. This makes it
important for creating knowledgeable and engaged citizens. Social studies
make people know how to participate in politics, understand the world better
and think critically (National Council for the Social Studies, 2016). However,
recent research shows a worrying trend.
According to Børhaug and Borgund (2018), students lose interest in
social studies as they grow older leading to less involvement in school
activities. Parker (2009) argues that this disinterest has negative implications
on their academic performance, civic participation as well as their general
knowledge of their surroundings.
This study considers the poor state of learner’s waning attention
towards social studies classrooms. This topic has been studied and explored
by several researchers. However, deeper comprehension of specific factors
influencing student’s concentration is necessary before workable solutions
can be developed. By examining this crucial subject matter, we expect new
insights or causal agents responsible for reducing student involvement.
Additionally, we work to find and advance more effective approaches to social
studies education, which will hopefully spark students' interest in the subject
and enable them to become knowledgeable and involved members of society.
The present study examines the poor state of students’ declining
interest in social studies classes. However, to come up with viable solutions,
an in-depth understanding of the specific factors that influence student’s
attention is required. By exploring such a significant issue, we aim at coming
up with new perspectives as well as revealing hidden causes of drop down in
student participation. Besides, we seek to discover alternative and better
methods to teach social sciences since the current ones do not attract any
enthusiasm from students as well as make them active citizens.
Hence, the objective behind this research is to understand thoroughly what
factors bring about the diminution in learners’ enthusiasm for social studies
and how a more stimulating learning environment can be established. These
elements can be identified, and new methods examined so that social studies
classrooms may be converted into places that arouse curiosity, encourage
critical thinking and enable students take part actively both in their own
education process and surrounding world.
SIGNIFICANCE OF THE STUDY
The aim of this research is to Investigate and Identify the key factors
that influence student’s interest and academic performance in Araling
Panlipunan subject among Junior High School Student in Santa Fe National
High School. This involves exploring various aspects such as teaching
methods, curriculum content, and classroom environment we will also
examine different teaching methods employed in Araling Panlipunan classes
and assess their impact on student interest and academic performance. This
may include traditional lectures, group discussions, multimedia presentations,
or other innovative approaches and since our aim is to examine what are the
factors influencing student interest to the academic performance in Araling
Panlipunan subject particularly Junior high school at Santa Fe national high
school we will explore its classroom environment and its influence on
student’s interest and academic performance. This includes factors such as
classroom dynamics, teacher-student relationships, and the availability of
resources and of course we will measure the level of student engagement in
the Araling Panlipunan classes. This can be done through surveys, interviews,
or observations to understand how actively students participate and show
interest in the subject.
The Students - Recognizing what aspects of the subject matter
resonate with them can increase students motivation and engagement in
Araling Panlipunan. They can actively seek out resources participate in
discussions, and explore topics of interest, contributing to a more dynamic
and enriching learning experiences.
The Parents - This study not only benefits the child but also allows
parents to become more involved in the broader school community by
understanding the factors influencing student interest and performance can
facilitate better communication between schools and parents. Schools can
provide insights to parents on how they can support their children’s learning at
home, creating a more collaborative and supportive educational environment.
The Teachers - The study insights can inform teacher professional
development programs. By identifying effectiveness teaching practices
correlated with increased student interest and performance, educators can
engage in targeted professional development opportunities to enhance their
instructional skills and better meet the needs of their students.
The Curriculum Developer - This study can shed light in aspects of
the Araling Panlipunan Curriculum that resonate more with students’ areas
that may need improvement. This information can be used to refine and
update the curriculum to better align with the interest and learning styles of
students, fostering a more engaging and effective educational experiences. It
can also provide valuable insights into the effectiveness of the existing
curriculum.
The Future Researchers - Researchers can identify areas that need
improvement or modification to make the subject more engaging and relevant
to the students. Students have diverse learning style and by identifying the
factors that influence interest, educators can easily choose instructional
methods to accommodate learning style. Policy Implications, findings from the
study may inform educational policies at both student and learners or even
district levels. Schools can use the information to develop targeted
interventions and lacking interest of the students.
Statement of the Problem
This research aims to answer how much does the following influence the
student interest in studying social studies.
1. Teachers’ Effectiveness
a) Highly Ineffective - Struggles to maintain order and engage
students. lacks communication skills and subject knowledge.
b) Slightly Ineffective- Shows some ability to manage the
classroom and communicate with students but needs
improvement.
c) Neither effective or non-effective - Demonstrates average
classroom management, communication skills, and subject
knowledge.
d) Slightly Effective - Creates a positive learning environment,
communicates clearly, and displays advanced subject
knowledge.
e) Exemplary - Excels in all aspects of teaching, fostering a highly
engaging environment, clear communication, and expert subject
knowledge
2. Curriculum Relevance
a) Irrelevant - Fails to connect curriculum to real-life contexts or
student interests.
b) Limited Relevance - Makes sporadic attempts to relate
curriculum content to real-world scenarios.
c) Neither Relevant nor Irrelevant - Integrates some relevant
examples occasionally but inconsistently.
d) Relevant - Consistently integrates real-world connections to
enhance understanding and engagement.
e) Highly Relevant - Effectively demonstrates practical applications
of curriculum concepts,
3. Student Background
a) Ignored - Fails to consider students' prior knowledge, learning
preferences, and backgrounds.
b) Limited Consideration - Makes occasional efforts to
accommodate diverse needs but inconsistently.
c) Neither Considerate nor Inconsiderate - Makes efforts to
address diverse needs but may lack depth or consistency.
d) Considerate - Actively recognizes and addresses individual
differences, fostering an inclusive environment.
e) Highly Considerate - Proactively supports individual student
needs, creating equitable opportunities for all learners.
4. Assessment Practices
a) Inauthentic - Relies solely on traditional assessments without
real-world application or critical thinking.
b) Limited Authenticity - Occasionally incorporates authentic
assessments but inconsistently.
c) Neither Authentic nor Inauthentic - Makes efforts to use
authentic assessments but may lack consistency.
d) Authentic - Consistently uses assessments that mirror real-world
challenges and promote critical thinking.
e) Highly Authentic - Effectively employs authentic assessments
that evaluate complex skills and competencies relevant to real-
world contexts.
Research Hypothesis
Research Hypothesis
(I) There is a direct relationship between students' interest and teachers
effectiveness
(ii) There is a direct relationship between content and students' interest.
(iii) There is a direct relationship between personal factors and students'
interest
(iv) There is a direct relationship between Assessment and student’s Interest.
Scope and Delimitation
This study focuses on Junior High School Students from Grade 7-10 at
Santa Fe National High School and a number of 25 students per year level
are chosen as the respondents amounting to 100 students in total. Santa Fe
National High School is chosen as the recipient of this study because SFNHS
ranked second on the overall highest performing school of Borongan City
Division. Looking on its geographical characteristic among the six high-
schools of Borongan City Division Santa Fe National High School is smaller in
width therefore gathering the data will not be complex and students will be
accessible within a particular premises. Grade 7,8,9, and 10 is chosen
because this year level has the only fixed and regular Araling-Panlipunan
subject.
This study aims to address challenges and future obstacles that might
affect or affecting the student’s performance in the subject – Araling
Panlipunan. It also aims to provide teachers with counter measures and plans
in crafting their teaching methodologies, strategies, approach, and techniques
that will allow and enable both teachers and students to meet in the common
ground of learning Social Studies. The factors which were included and
considered in this study were, Teacher Effectiveness, Curriculum Relevance,
Student Background and experiences, and Assessment Practices. The
duration of the study will cover the entire whole quarter in DepEd calendar
which is equal to 4 months; March, April, May and June; 3rd and 4th Quarter.
THEORETICAL FRAMEWORK
The study proposes a framework with four elements that potentially affect
student performance (independent variables): teacher effectiveness, curriculum
relevance, student background and experiences, and assessment practices. Student
performance itself is considered the dependent variable, meaning it's the outcome
potentially influenced by the other factors.
The framework aims to understand the individual and combined effects of these
factors on student performance. Essentially, it uses these four aspects (teacher
effectiveness, Curriculum relevance, Student Background, Assessment Practices) as
tools to gauge how well students are doing academically.
CONCEPTUAL FRAMEWORK
The four main components of this conceptual framework that impact student
performance are assessment procedures, student background and experiences,
curriculum relevance, and instructor effectiveness. All of these elements, as well as
all other combinations, are thought of as instruments to measure and influence
student performance. Improved learning may result from teacher effectiveness, which
includes elements like interesting teaching. Students' motivation and performance
can be further enhanced by a curriculum that is both entertaining and relevant. Yet, a
student's experiences and background—including their learning preferences and
past knowledge—also come into play. Ultimately, good evaluation procedures that
include giving feedback and pointing out areas in need of development will help
ensure that students succeed even more. Teachers can create ways to improve
instruction, curriculum design, and evaluation to eventually increase student learning
by knowing how these elements interact.
Definition of Terms
Social Studies - is the study of individuals, communities, systems, and their
interactions across time and place that prepares students for local, national, and
global civic life.
Araling panlipunan - Araling Panlipunan subject, which is translated as "Social
Studies" in English. The social, cultural, political, and economic facets of Philippine
society as well as the global community are the main topics of study in this essential
subject for elementary and secondary education.
Curriculum - is the instructional and the educative programme by following which
the pupils achieved their goals, ideals and aspirations of life.
Assessment - refers to the wide variety of methods or tools that educators use to
evaluate, measure, and document the academic readiness, learning progress, skill
acquisition, or educational needs of students.
CHAPTER II: REVIEW OF RELATED LITERATURE AND
STUDIES.
Review of Related Literature
Araling Panlipunan is one of the subjects in DepEd, it plays a crucial
role in cultivating students critical thinking ability and social awareness (cristol
et al., 2021). However, there are different factors that influence students’
interest in this specific subject.
One of the major factors is the teachers’ instructional style. Teachers
utilizing various teaching style such as presenting pictures, group activities,
and interaction discussion can develop students’ motivation in learning Araling
Panlipunan subject. Ofiaza (2022), found that teaching technique plays an
important role on students learning interests in Araling Panlipunan. Based on
his study, students become more motivated if the teacher has a good
teaching style.
Berenao (2020) revealed on his study that parenting style could
positively impacted the interest of students in Araling Panlipunan. Base on his
study, those parents who graduated in high school and college were shown to
be parents who were practicing moderate parenting styles and could help
their children to show more interest on their academic particularly in Araling
Panlipunan subject. Araling Panlipunan subject is seen as uninteresting,
which causes students to lose interest in it. Teachers should innovate their
teaching style that promote class engagement. Araling Panlipunan subject
become more boring when the content is presented in monotonous manner
(Ozerk.2020)
Student interest in social studies is a diverse issue influenced by a
complex interplay of factors. Research by Aktepe (2014) demonstrates a
significant correlation between teacher effectiveness and student academic
performance in social studies, suggesting that engaging and well-planned
pedagogical methods employed by effective teachers can spark student
interest in the subject.
Furthermore, curriculum relevance plays a vital role. As highlighted by
Tomines et al. (2023), when students perceive the curriculum as disconnected
from their lives and experiences, their motivation and engagement can
decline. Additionally, teachers' subject expertise is crucial. Research suggests
that students are more engaged when teachers demonstrate a deep
understanding and passion for the subject matter (Aktepe, 2014).
While acknowledging that factors such as student background can
influence learning outcomes (OECD, 2018), several studies emphasize the
significant role teachers play in creating a positive learning environment that
fosters student interest. This can be achieved through effective teaching
practices, including strategies like interactive vocabulary instruction and
contextualized learning (Moretti & Harris, 2011). Additionally, assessment
practices should also be considered. Traditional methods like rote
memorization tests can hinder student engagement, while alternative
assessments that encourage deeper understanding and critical thinking can
foster a more positive learning experience (OECD, 2018).
In conclusion, fostering student interest in social studies requires a
holistic approach that considers the combined influence of teacher
effectiveness, curriculum relevance, student background, and assessment
practices. By employing engaging pedagogical methods, ensuring curriculum
relevance, and utilizing effective assessment strategies, educators can
cultivate a learning environment that sparks student interest and fosters a
deeper appreciation for social studies.
Review of Related Studies
Understanding the diverse factors influencing student interest in social
studies requires delving into the interplay of several crucial elements.
Research consistently highlights the synergistic effect of teacher enthusiasm,
diverse teaching methods, and supportive classroom environments on
fostering student motivation and engagement (Fredman, 2008; Akiba et al.,
2007).
Teachers who exude passion for the subject matter can create a
contagious sense of excitement, transforming the classroom into a captivating
learning environment (Akiba et al., 2007). This enthusiasm, coupled with
diverse and creative teaching methods that move beyond traditional lectures,
can significantly impact student engagement. Implementing activities like
simulations, debates, or project-based learning caters to various learning
styles and keeps students actively involved in the learning process (Moen,
2007). Furthermore, establishing a supportive and respectful classroom
environment where students feel comfortable asking questions, expressing
opinions, and participating in discussions is essential to foster collaboration,
confidence, and a sense of belonging (Fredman, 2008).
Beyond these instructional elements, the curriculum itself plays a
crucial role in sparking student interest. Integrating current events, local
history, and real-world scenarios allows students to see the practical
applications of social studies knowledge outside the classroom (Moen, 2007;
Parker, 2009). This connection to their lives ignites their curiosity and
encourages them to understand the world around them and their role within it.
Additionally, incorporating contemporary issues into the curriculum provides
students with the opportunity to engage with relevant and pressing topics that
directly impact their lives and future (Parker, 2009). This fosters the
development of critical thinking skills, an ability to analyze diverse
perspectives, and the formation of informed opinions on these vital matters.
Furthermore, individual student experiences also play a significant role
in shaping their perception and engagement with social studies. Students with
prior knowledge and positive experiences in the subject are more likely to
approach it with confidence and enthusiasm (Yilmaz, 2010). Building on their
existing knowledge base allows for deeper learning and engagement by
connecting new information to their understanding (Schunk, 2012).
Recognizing and catering to diverse learning styles, whether through visual
aids, simulations, hands-on activities, written materials, discussions, or
independent research, is crucial for maximizing engagement (Schunk, 2012).
Assessment practices also play a crucial role in influencing student
motivation. Shifting the focus from traditional paper-and-pencil tests towards
authentic assessments that require critical thinking, problem-solving, and real-
world application can significantly increase student engagement (Wiggins &
McTighe, 2005). These authentic assessments can take various forms, such
as research projects, presentations, debates, or simulations, allowing
students to demonstrate their understanding in a meaningful and practical
way, fostering a sense of accomplishment and ownership of their learning.
Additionally, assessments should not solely focus on measuring grades but
also aim to identify areas for improvement and inform instruction (Wiggins &
McTighe, 2005). This formative use of assessment provides valuable
feedback for both students and teachers, allowing for personalized learning
approaches and fostering a growth mindset in students, where they believe
their abilities can develop over time.
Beyond these core factors, additional research explores the intrinsically
motivating power of students' desire to understand the world around them
(Børhaug & Borgund, 2018). Studies also highlight the benefits of strategically
integrating technology into the learning process (Xing & Sha, 2016), the
importance of student voice and agency in curriculum design (Parker, 2009),
and the positive impact of integrating literacy strategies to enhance
understanding and engagement (Leu et al., 2004).
By acknowledging this diverse landscape of factors and implementing
strategies that address diverse student needs, educators can cultivate a
deeper appreciation for social studies. This, in turn, empowers students to
become informed and engaged citizens, equipped with the necessary
knowledge and skills to navigate the complexities of the social world and
contribute meaningfully to their communities.
References
Akiba, M., LeTendre, G., Rowe, K. N., & Jeon, Y. (2007). Is tracking really
necessary? Tracking and mathematics achievement in high-performing
East Asian countries. Educational Researcher, 36(5), 23–30.
Børhaug, K., & Borgund, S. (2018). Student motivation for social studies –
Existential exploration or critical engagement? Scandinavian Journal of
Educational Research, 62(4), 446–464.
Fredman, N. S. (2008). Teacher learning and the cultural politics of school
reform. Educational Researcher, 37(3), 133–145.
Moen, T. (2007). Engaging students in social studies through project-based
learning. Social Studies, 98(5), 182–187.
National Council for the Social Studies. (2016). C3 Framework for Social
Studies State Standards. National Council for the Social Studies.
Parker, W. C. (2009). Making social studies relevant: A call to action. Social
Education, 73(1), 20–25.
Schunk, D. H. (2012). Motivation in education: Theory, research, and
application (3rd ed.). Pearson Education.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD.
Yilmaz, K. (2010). The effects of students' prior knowledge levels on their
academic achievement in social studies courses. International Journal
of Educational Development, 30(3), 232–239.
Akiba, M., LeTendre, G., Rowe, K. N., & Jeon, Y. (2007). Is tracking really
necessary? Tracking and mathematics achievement in high-performing
East Asian countries. Educational Researcher, 36(5), 23–30.
Børhaug, K., & Borgund, S. (2018). Student motivation for social studies –
Existential exploration or critical engagement? Scandinavian Journal of
Educational Research, 62(4), 446–464.
Freedman, M. (2008). Student engagement with learning: Engaging students
in the classroom. Alexandria, VA: ASCD.
Leu, D. J., Kinser, C., & Coppenhaver, J. (2004). The role of adolescent
literacy in learning history. Social Education, 68(6), 345–350.
Moen, T. (2007). Engaging students in social studies through project-based
learning. Social Studies, 98(5), 182–187.
National Council for the Social Studies. (2016). C3 Framework for Social
Studies State Standards. National Council for the Social Studies.
Parker, W. C. (2009). Making social studies relevant: A call to action. Social
Education, 73(1), 20–25.
Schunk, D. H. (2012). Motivation and engagement in learning: Theory,
research, and applications. Routledge.
Wiggins, G. P., & McTighe, J. (2005). Understanding by Design (2nd ed.).
Alexandria, VA: ASCD.
Xing, Y., & Sha, H. (2016). The impact of technology integration on middle
school students' social studies learning satisfaction and engagement:
Mediating effects of self-efficacy and self-regulation. Computers &
Education, 94, 185–195.
Yilmaz, K. (2010). The relationship between students' learning styles and their
perceptions of social studies learning environment. The Journal of
Educational Research, 103(3), 232–242.
Aktepe, A. E. (2014). Teacher effectiveness as correlate of social studies
students' academic performance in Taraba State, Nigeria. CORE. [1]
Moretti, F. M., & Harris, V. J. (2011). Concept-teaching practices in social
studies classrooms: Teacher support for enhancing the development of
students’ vocabulary. ERIC. [2]
Organisation for Economic Co-operation and Development (OECD). (2018).
TALIS 2018 Results: Volume I: What teachers and students report. [3]
Tomines, A. B. Q., Ramos, M. A. A., Catarata, M. J. P., & Pantao, R. C.
(2023). The learning interest in social studies education: In the lens of
junior high school students. ResearchGate. [2]
