COMPARATIVE STUDY OF CONTEXTUALIZED AND TRADITIONAL

TEACHING APPROACH ON NEW NORMAL AMONG JUNIOR HIGH

SCHOOL STUDENT IN ARALING PANLIPUNAN

CHAPTER I

Introduction

Sporadically, Araling Panlipunan teachers are working arduously to effectively

address each lesson into efficient teaching, and learning process which it tends to

overcome various academically conflicts to deliver the curriculum in a way that drew

students' attention, and participation in classroom discussions. However, there is still

undeniable fact that ample students perceive Araling Panlipunan subject as a

lackadaisical and tedious subject due to a lot of presentations of dates, times, and names

that are difficult to memorize, recall and especially to quitely retain.

Contextualized Instruction, according to Kalchik and Oertle (2010), is intended to

more smoothly combine the learning of basic abilities with academic or vocational

content by focusing teaching and learning on real applications in a specific context that is

of interest to the learners. It's a teaching style based on the belief that some children learn

best in a hands-on, real-world context rather than in a classroom. As a result, students'

interest, and scholastic involvement in Araling Panlipunan has still a problematic

successful learning process since not almost all of the students especially in Junior High

School are finding it difficult to deal with anytime, and these students as yet having lower

order thinking skills. Hence, the 21st century learners has continually undergoing a
negative trail of background, and experience when it comes to Araling Panlipunan

subject — it ends up to disperse growth of passive learners per se across the country’s

entire high schools establisments.

Teaching and learning resources such as games, movies, and flashcards, as well as

learning supplies such as modules, according to Beth Lewis (2019), can help students

learn more efficiently. Today's students are unquestionably different than those of 15-20

years ago in this sense. Angeles (2018) found that millennials' learning styles differ even

more from traditional teaching and learning approaches in his study on understanding

millennials' learning styles. Teachers must be adaptable in order to conceive of new ways

to improve the teaching process, as the old method is not yet adaptive to the needs of this

new generation of pupils. On the contrary, the goal of this research is to break this

traditional cycle. Whereas, the teachers under Araling Panlipunan must eagerly adapt to

new trends by utilizing “Contextualized Teaching” with a combination of contextualized

materials to hand over multifarious lessons in a more comprehensive means that aiming

to facilitate the students' needs, with relaying the content in a meaningful and relevant to

real-world experiences, set-ups, and scenarios.

Furthermore, it is also insufficient to present facts, times, dates, and names merely

which the stated subject is indulge to this conventional teaching where instead the

educators shall implement the use of contextualized materials in new normal such as

actual objects, pictures, creative video contents, instructional materials like audio-visual

media, infographics, and open-ended tools. Thus, the teachers in Araling Panlipunan

should be able to have adept in explicating and adapting intricate teachings into

specialized lessons by using contextualized teaching. Henceforth, the researchers strongly

believe that contextualized teaching has a great impact to students’ academic

performance where it encourages a positive learner engagement and increases students'

learning aptitudes, and competence. Therefore, contextualization is a new strategic

teaching concept and learning that interconnects a lesson or a subject matter's material

unto a real-world setting that is considerably meaningful and relevant to the learners'

manner of living.

According to Pana and Escarlos (2017) suggested that fresh curriculum trend and

a spate of innovations have resulted in massive changes in Philippine Social Studies

school pedagogy. He added Araling Panlipunan has been described as also one of the

primary parts in Makabayan as an interdisciplinary topic that creates the framework for

developing nationalism, patriotism, and responsible citizenship among students.

Notwithstanding, when it comes to applying localization and contextualization in the

classroom, teachers should be flexible and inventive. Such ideas were established and

adopted in academia to ensure that the curriculum responds, conforms, reflects, and is

flexible to meet the needs of students, particularly 21st-century students who require

holistic and competent development. Yes, it is true that relating concepts to ideas that we

can easily comprehend, appreciate, and relate in our lives can help us understand them

better. However, quality, and relevant education standards must constantly be considered

to completely erase the students' negative accustomed notion that Araling Panlipunan is a

boring subject.
Statement of the Problem

The aimed of this study is to increase a mastery of the learning

competencies, and inclined student interest in Araling Panlipunan subject by utilizing

contextualized teaching and learning approach in new normal education. In the case of

teaching Araling Panlipunan, most of the students have no enthusiastic interest to the

subject that leads in difficulty to provide the academical needs of the student holistically.

Specifically, it aimed to answer the following;

1. How contextualization helps to abolish the perception that Araling

Panlipunan is a boring subject?

2. What teaching strategies and learning approach can be done to address

effective teaching of Araling Panlipunan in a new normal education?

3. What will be the impact to the students when they meet the proper

teaching approach in new normal and contextualized teaching?

Foreign Literatures

Wang, et al. (2017) defined Contextualized Teaching and Learning (CTL)

Approach as a diverse set of instructional methodologies aimed at consistently integrating

the learning of foundational abilities and scholastic content by focusing educating and

adapting decisively on concrete applications in a specific setting that is important to the

students. A few different configurations of a guideline have been used to operationalize

contextualization.

Contextualized Teaching and Learning Approach (CTL) was defined by Kalchik

and Oertle (2010) as Contextualized Instruction that is designed to more seamlessly link

the learning of foundational skills and academic or occupational content by focusing

teaching and learning squarely on concrete applications in a specific context that is of

interest to the learners. It's a method based on the idea that some students learn better

when they're taught in a hands-on, real-world setting rather than in a classroom setting.

According to Baker, et al. (2010), Contextualized Teaching and Learning (CTL)

helps learners gain a deeper understanding of subject matter by relating the material to

meaningful situations that learners encounter in real-life situations, and is a promising

approach for helping learners learn more effectively.

According to Pana and Escarlos (2017), Araling Panlipunan has been identified as

one of the major aspects in Makabayan as an interdisciplinary topic that lays the

groundwork for instilling nationalism, patriotism, and responsible citizenship among

students. Massive changes in the Philippine Social Studies education pedagogy have

resulted from a new curriculum trend and a slew of innovations.

According to Press Reader (2017), Araling Panlipunan is a tiresome subject for

pupils. History, economy, politics, the constitution, and society are the main topics
covered. Because the contents are objective in nature, they should be taught in a precise

and comprehensive manner. As a result, teachers struggle to engage students and must

make content relevant to their personal experiences.

Local Literatures

According to Beth Lewis (2019), teaching and learning tools like games, videos,

flashcards, and learning supplies like modules can help students learn more effectively. In

this regard, today's pupils are undoubtedly different from students 15-20 years ago.

According to Angeles (2018)' study on understanding millennials' learning styles,

millennials' learning styles differ even more from traditional teaching and learning

methods. Teachers must be flexible enough to think of ways to improve the teaching

process whereas the old method is not already adaptable to the needs of this new

generation of students.

In quarterly units, Reyes (2014) provided the scope and sequence of World

History indicated in the K–12 TGs and LMs, in accordance with the topics and skills

prescribed by DepEd. The first grading period (the beginning of history) concentrates on

hypotheses about the origin of the world, human genesis theories, Mesopotamian

civilizations, and the Fertile Crescent. This section focuses on the world's beginnings and

ancient civilizations. The second grading period (The World in Transition Times) focuses

on the political histories of Greece and Rome, Mesoamerican and South American

Indians, Polynesian islands, and the Papacy in Rome. This unit concentrates on the early
medieval period. The third grading period (The Beginning of World Relations and the

Establishment of Independent States) focuses on France's national monarchy and the

formation of independent states. Also, in England, the intellectual and political

revolutions, as well as the ecclesiastical reformation and counter-reformation. This unit

focuses on the world's evolution from the late medieval to the Renaissance periods. The

scientific and economic revolutions, the first and second world wars, world organizations,

and neo-colonialism are all covered in the 4th Grading Period (Transition to Modern

Times). This lesson focuses on world history during the contemporary and post-colonial

periods.

Section 10.2 (d) and (h) of the Implementing Rules and Regulations (IRR) for

Republic Act (RA) 10533 states that "K to 12 curriculum shall be contextualized and

global." As a result, the curriculum must be flexible enough to allow schools to localize,

indigenize, and expand it in accordance with their educational and social circumstances."

According to Corpuz and Salandanan (2015), mastering the Learning

Competencies in Araling Panlipunan is expected to significantly contribute to the

development of a holistically developed citizen who is aware of and critically analyzes

current social issues and concerns at both the local and global levels. This enlightened

knowledge leads a citizen to act morally and actively in the solutions of these issues and

concerns.
 According to Inocian (2013), teachers are urged to place a high value on teacher

education, refocus their orientation toward nationalism, and preserve an altruistic regard

for themselves and their fellow citizens. While, Ogena (2012) encapsulates the success of

a strong nation that catapults to global prominence using the following formula: teacher

education + quality nation + respect for people = strong nation that may be used for

contextualized teaching.

Submitted by:

Leader: John Dale C. Dimayuga

Members: Maybelyn Bayudan

Jaycel Jose

Mary Rose Manalang

Leonil Gamis

Course/Year/Section: BSED – Social Studies 4A