The document discusses the integration of action research in teaching Araling Panlipunan to enhance student engagement and learning outcomes. It highlights various challenges teachers face, such as lack of instructional materials and low student interest, and proposes the use of technology, specifically teacher-generated videos, as an effective instructional tool. Suggested action research titles and a structured approach for conducting such research are also outlined to improve teaching strategies in this subject area.

1. Integration of
ACTION RESEARCH
in
Teaching Araling Panlipunan
CARNILA D. SIMACON, PhD
Resource Speaker

4. 64 years old A.P. Teacher…

5. What is action research?

8.  To solve the PROBLEM of the learners.
 To make the subject more INTERESTING.
 Many teachers struggle with finding out how to
MOTIVATE STUDENTS TO LOVE history.
 ARALING PANLIPUNAN is a key tool in this changing
world. It serves as the FOUNDATION OF SOCIAL
DEVELOPMENT ,in this reason ,it should be taught
effectively and meaningfully by the teacher.
Why do we need to integrate action
research in teaching Araling Panlipunan?

9.  Experiential or Contextualized learning
Research based Teaching Strategies
for Araling Panlipunan

13.  Lets do it… workshop proper

14.  The Effectiveness of using teacher generated videos
as Instructional tool in Teaching Araling Panlipunan
 ICT Integration in teaching Araling Panlipunan
 Improving Pupils/Students Attitude toward Araling
Panlipunan Subject
 Using Video Technology as a tool for learning and
developing 21st
century learners in Araling
Panlipunan
Suggested Titles in Action Research
for Araling Panlipunan

15.  Making the teaching of Araling Panlipunan
Interesting through Role Playing Strategy
 21st
Century skills of Araling Panlipunan
learners: Basis for Training Program
 Teachers Teaching Performance in Araling
Panlipunan: Basis for Strategy Revision
 The Effect of Teachers Teaching Style on
Students Interest in Araling Panlipunan
Teaching Strategies

16.  Factors affecting the Students attitude towards
learning History
 Students Perceptions and Attitude in Araling
Panlipunan
 Values Integration in Contemporary Issues: Enforcing
the Proper singing of the Philippine National Anthem
and the recitation of Panatang Makabayan
 Utilizing Teacher-made Big books : Its effect to
students learning in Araling Panlipunan
 Utilizing Local Histories in teaching Araling Panlipunan:
Its effect to students learning Performance

17. Let’s do it….!

19.  1.TITLE PAGE
 II.ABSTRACT
 III.ACKNOWLEDGEMENT
 IV.CONTEXT AND RATIONALE
 V.INNOVATION,INTERVENTION,STRATEGY
 VI.ACTION RESEARCH QUESTIONS
 VII.ACTION RESEARCH METHODS
 VIII.DISCUSSION OF RESULT
 IX.ACTION PLAN
 X.REFERENCES
 XI.FINANCIAL REPORT
PARTS OF COMPLETED ACTION
RESEARCH IN ARALING PANLIPUNAN

20.  1.TITLE PAGE
Utilizing Teacher Generated Videos: An instructional
tool in Teaching Araling Panlipunan Subject
 II.ABSTRACT(SUMMARY OF THE
STUDY ,RESULT,RECOMMENDATION)
 III.ACKNOWLEDGEMENT
LET’S WRITE!

21. Teachers are encourage to use technology
integration in teaching Araling Panlipunan to
achieve meaningful learning experiences of the
learners. Many pieces of research had found out
that teaching and learning process could really
be facilitated and enriched through the use of
innovative teaching tools .
Our learners tend to be more attentive and
interested when learning involves technology
which learners can use to develop their skills in
engaging in the learning task.
IV. Context and Rationale

22.  Initiative:
Utilizing Teacher Generated Videos: An
instructional tool in Teaching Araling Panlipunan
Subject
 Strategy:
 Teacher generated different videos in
his/her own locality and historical places
visited, the videos will be used as concrete
example presented to the learners to have a
more meaning teaching learning experiences.
V. Innovation, Intervention, And Strategy

23.  1. What are the challenges faced by teachers in
teaching Araling Panlipunan 5?
 2. What is the level of effectiveness of using
teacher generated videos in teaching A.P.5?
 3. Is there a difference in the overall learning
level of the Grade 5 pupils after the
implementation of the intervention?
VI. Action Research Questions

24.  a. Participants/Sources of Data or
information
 The participants of this action research
are the five (5) teachers handling Grade 5
Araling Panlipunan subject and the one
hundred fifty (150 ) grade five pupils in Mohon
Elementary School.
VII. Action Research Methods

25.  This action research used a mixed
research design that is qualitative and
quantitative research. Following the
preliminaries in research, the researcher
followed the protocols before conducting the
study.
b. Data Gathering methods

26. Flow of the study

27.  Table 6: What are the challenges faced by teachers in teaching
Araling Panlipunan ?
Mean SD
Qualitative
Description
 1. Insufficiency of learning or instructional materials 4.3000 .97872 AGREE
 2. Learners have difficulties to memorize the 4.2000 .89443 AGREE
 Important dates in the history lessons
 3. Learners have low interest in the subject 3.9500 1.14593 AGREE
 4.Learners low retention on the lesson 3.9500 .94451 AGREE
 5.Lack of instructional material in teaching 3.9000 .85224 AGREE
 6.Learners low interest in learning history 3.7500 .78640 AGREE

Legend: Strongly Agree 5-4.5 Agree 4.4-3.5 Neutral 3.4-2.5
Disagree 2.4-1.5 Strongly Disagree 1.4-0.00 SD – Standard
Deviation
VIII. Discussion of Results

28. Objectives Time Frame Activity Person Involved Fund
needed
Expected Output
To prepare action
research proposal
October 2018 Conceptualizing the
action research
proposal
PSDS/ Researcher None Formulated the
Action research
proposal
To conduct
conference of all
school heads,
teachers with the
PSDS about the
implementation of
the project
October 2018
(second week)
Conference with all
school principals,
teachers
PSDS/ Researcher None Conducted
successful and clear
project orientation
IX. Action Plan

29.  Coburn, C.E., Mata, W.S., & Choi, L. (2013). The
embeddedness of teachers’ social networks:
Evidence from a study of teaching reading reform.
Sociology of Education, 86, 311-342
 Cochran-Smith, M. & Lytle, S.L. (2010) Research on
teaching reading and teacher
research. Educational Researcher. 19(2): 2-11.
 Clark, C.M. (2012) Teachers as designers in seilf-
directed professional development. In
Hargreaves, A. & Fullan, M.G. (ed) Understanding
teacher development. London: Cassell (pp.
75-84)
X. REFERENCES

30. XI.FINANCIAL REPORT

31. THANK YOU..