Content Analysis of the K to 12 Kasaysayan ng Daigdig Modyul para sa Mag-aaral and Gabay sa Pagtuturo

Abstract

ABSTRACT

This study sought to analyze the content of the Kasaysayan ng Daigdig Modyul para sa Mag-aaral and Gabay sa Pagtuturo under the K to 12 Social Studies curriculum of the Department of Education. This study aims to 1) analyze how consistent the content of the learning modules and teaching guides is with the learning standards the DepEd has set, in terms of a) historical content - content standards; b) learning activities - performance standards; and c) assessment/evaluation tools - learning competencies; 2) determine and analyze the evidences of contextualization in the teaching guides; 3) determine the approach/es evident in the teaching guides; 4) determine the historical thinking skill/s aimed to be developed in the learning modules and teaching guides; and 5) analyze how sufficient the historical content, learning activities, and assessment tools of the learning modules, and provisions of contextualization and approaches in the teaching guides are in the development of historical thinking skills. A content analysis that employed both quantitative and qualitative approaches was used in this study. The findings of the study revealed that only the first three learning modules are consistent with the content standards of DepEd. Also, half of the learning activities are not consistent with the performance standards while the assessment/evaluation tools are not consistent with more than half of the learning competencies set by the Department of Education. Moreover, there is a low provision for contextualization in the teaching guides. Nevertheless, the evidences of contextualization range from general to specific examples that are localized to the Philippine setting. In addition, the teaching approaches evident in the teaching guides, i.e. from the most often used to least used, are the following: inquiry approach, conceptual approach, integrative approach, interdisciplinary approach, chronological-thematic approach, and multidisciplinary approach, respectively. The teaching guides, however, put more emphasis on the inquiry approach to teaching. Thus, the teaching guides show an unequal balance in the use of teaching approaches, outlined in the Social Studies curriculum. The historical thinking skills that are found in the learning modules and teaching guides, in no particular order, include Analyzing Historical Sources and Evidence: "Primary Sources" and "Secondary Sources"; Making Historical Connections: "Comparison" and "Contextualization"; Chronological Reasoning: "Causation,""Patterns of Continuity and Change over Time, " and "Periodization"; and "Creating and Supporting a Historical Argument-Argumentation. " Furthermore, the study found out that the learning modules and teaching guides do not provide equal opportunities for the development of various historical thinking skills as "Analyzing Historical Sources and Evidence-Secondary Sources" has greater sufficiency than the rest, while the learning modules and teaching guides do not help develop the skill, "Making Historical Connections-Synthesis." Thus, the study's findings show the need for an instructional-design framework for the development of these instructional materials and a thorough validation and refinement before they are used. In doing so, Social Studies teachers and students will be ensured that the instructional materials are consistent with the learning standards of DepEd, and that these are sufficient for the development of essential historical thinking skills. Further, the content standards should be more precise in terms of stating learning outcomes in order to produce a quality instructional material in Social Studies.