AUTONOMOUS LEARNING IN

TEACHING ARALING
PANLIPUNAN

FOR GRADE 5 ELEMENTARY

LEARNERS
Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

One of the core subjects in the school curriculum is social studies, often

known as Araling Panlipunan. The subject is a discipline that may be utilized to

solve relationship and interaction problems in today's dynamic world. Social

studies as a subject must be centered on innovative methods and procedures to

address the requirements of learners in a classroom environment with varying

levels of ability, skills, attitudes, behaviors, interests, emotions, and social and

physical development. Given the importance of Social Studies, instructors at all

levels of education must be conversant with the subject's material and teaching

techniques to accurately understand the subject's content and encourage its

learning.

Social Studies is a challenging subject to teach in today's schools.

Teachers are in jeopardy because ineffective teaching practices have resulted in

poor learner competency. Students confronted several challenges when learning

Social Studies due to the topic's intrinsic complexity and scope. Furthermore, by

reconsidering how social studies are taught, we may be able to address the issue.

Kece (2013) explored the issues connected with teaching Social Studies,

or Araling Panlipunan, in a presentation delivered at the second World Conference

on Design, Arts, and Education. She asserted that teachers of the Araling

Panlipunan subject are expected to strive toward the aim of instilling in students a

knowledge of the subject's content, concepts, skills, and value. Some of

them,
however, were unable to achieve these desired talents. The problem remained

throughout Guimba, Aguino, and Abbas' (2016) investigation of MSU-ILS students'

perceptions regarding Araling Panlipunan. They noticed that some students do not

feel Araling Panlipunan is a crucial topic since they struggle to grasp it when

professors offer lectures based purely on textbooks. They also noted that the

teacher's approach to education has an impact on how students learn.

According to their findings, the attitudes of learners and how teachers offer

instruction influence whether learning objectives are achieved.

The students' poor performance in national examinations is shown by their

achievement scores. The percentage scores for the subjects Filipino,

Mathematics, English, Science, and Hekasi in the National Achievement Test

(NAT) results for grade 6 in SY 2011-2012 were 69.15%, 66.47%, 66.27%,

66.11%, and 65.97%, respectively. The results have remained a few percentage

points behind the 75% mastery target, particularly in the topic Hekasi, and the

target of 75% appears elusive at this moment.

Education Secretary Leonor Briones stated that Filipino students'

performance in large-scale assessments, such as the National Achievement Test

(NAT), "gravitates towards the low competence levels." The NAT is administered

to students in Grades 6, 10, and 12.

Based on the results, Hekasi received the lowest percentage score,

implying that instructors should improve their teaching and learning approach or

strategy, as well as the instructional materials they utilize.

As a result, extra learning resources are required. Due to this fact, the

educational sector, and other private institutions such as publishing businesses

are offering various supplemental materials as additional learning resources in

addition to the provided materials authorized by the department. This

demonstrates the importance of supplementary materials in the teaching and

learning process.

Many students consider Araling Panlipunan to be a dull subject. Teachers

must create a way for students to comprehend the subject and its significance,

as well as use various strategies to present the lesson with enthusiasm so that

students are motivated to learn the subject. Autonomy and collaborative

involvement in classroom decisions are two aspects of classroom education that

are seen to be useful for motivating beliefs by numerous theoretical methods

and are frequently implemented as elements of relevant training ideas. This

variable is significant for a variety of reasons, including the fact that it

represents one of the three "fundamental requirements" that promote the

development of intrinsic motivation. According to McCombs and Miller (2007),

autonomy in this context refers to students' perceptions of being able to exercise

an acceptable level of self- determination and responsibility in the classroom.

Additionally, Ames (1992) stated that autonomy should promote learning goal

orientation, interest, and self-efficacy.

The importance of the relationship between autonomy and motivational

beliefs has also been empirically supported: Reeve, Bolt, and Cai (1999) were

able to confirm a link between autonomy and interest, and Garcia and Pintrich

(1996)
were able to corroborate a link between autonomy and a learning goal orientation

among school-aged boys and girls.

In general, students exhibit deeper information processing, better time

management, higher levels of engagement, and pursue more intrinsic learning

objectives in learning settings that allow autonomy as opposed to regulated

learning environments.

Learner autonomy's diverse character may be linked to variances in the

learning practices of students from various cultures and environments, and it can

be inferred that different subjects or disciplines offer distinct ways of learning.

Hence, this study desire to determine if autonomous learning in teaching Grade 5

elementary learners can enhance their performance in the subject and close the

learning gaps described above.

Background of the Study

Time has a strong influence on society and is always changing the social

environment, and education cannot escape this change. The schools appear to be

suddenly insufficient with the turn of the clock and the start of a new century. The

traditional model of education is claimed to have been developed and designed for

a different era, and it cannot be expected that it would fulfill the needs of today's

students. This education-learner mismatch has paved the way for school-based

innovations in teaching styles and methodologies. As a result, schools have begun

to change the way they teach since education is too vital to be left behind in this

fast-changing world.
Related to the Republic Act No. 10533, also known as Enhanced Basic

Education Act of 2013, Section 5 (a)(e):

“The curriculum shall be learner-centered, inclusive, and developmentally

appropriate and shall use pedagogical approaches that are constructivist, inquiry-

based, reflective, collaborative, and integrative.”

This means that the Department of Education aspires to be more learner-

centered, assisting students in developing abilities such as decision making and

problem-solving, collaboration, and presenting skills that are relevant to

contemporary labor demands. In addition, the Department encourages the

utilization of appropriate pedagogical approaches that allow students to acquire

higher-order skills such as analysis, synthesis, and evaluation. Improvements in

the teaching-learning process will result in better learning for students.

According to the National Council for Social Studies (NCSS), Social

Studies (Araling Panlipunan) is the integrated study of the social sciences and

humanities to build civic competency. Social studies provide coordinated,

systematic study within the school program, drawing on disciplines such as

anthropology, archaeology, economics, geography, history, law, philosophy,

political science, psychology, religion, and sociology, as well as appropriate

content from the humanities, mathematics, and natural sciences.

Furthermore, as stated in the K-12 Araling Panlipunan Curriculum, the

purpose of teaching Araling Panlipunan is to develop the student's understanding

of basic concepts and issues in historical, geographical, political, economic, and

related disciplines for the students to know, produce, mature, and be with. The
curriculum stresses comprehension rather than memorizing topics and

terminology. As evidence of thorough comprehension, the student must develop

their definition and interpretation of each topic covered, as well as its translation in

a different context, particularly its application in the real world of meaning itself to

him and society at large.

Araling Panlipunan is now regarded as uninteresting and monotonous by

many students. Students not only regard Araling Panlipunan to be uninteresting,

but they also see nothing positive about Araling Panlipunan in their daily lives. It is

a sad truth that students regard Araling Panlipunan to be a dull topic. It is primarily

concerned with history, economy, politics, the constitution, and society. Because

the topics are extremely objective in nature, they should be presented in a precise

and complete manner.

Conrad (1996) emphasized that if young people regard Social Studies or

Araling Panlipunan as unimportant, then learning Social Studies suffers. He also

remarked that it is becoming increasingly important for social studies educators to

pay attention to what youth and others may be able to ask about how to enhance

the social studies curriculum.

It is alarming that studies show young people do not feel Araling

Panlipunan is a particularly valuable or interesting part of the curriculum.

According to Khare and Yaday (2016), students continue to ignore

Humanities and Social Studies-related subjects. AP teachers are concerned about

the necessity to differentiate lessons, reliance on books, and dislikes of the

subject.
As a result, Social Studies, as an inter-discipline topic, should be taught

using a variety of instructional strategies that encourage students' active

engagement in the teaching and learning process. Only when students dominate

Social Studies teaching activities will they be able to think critically about their own

beliefs and the environment in which they live so that they will no longer be forced

to accept their lot blindly but will be able to discover methods to contribute to

change.

Effective learning has been a top priority for instructors in all subject areas,

particularly in Araling Panlipunan. As a result, numerous teaching methods and

tactics have been used or integrated into teaching to deliver quality education. It is

used to denote the critical importance of a child's education. It emphasizes the

importance of everyday learning via the use of a variety of creative teaching tactics

and instructional resources.

Learner autonomy promotes a learner-centered environment in which the

instructor acts as a guide. Several research found the importance of autonomous

learning, which leads to more effective learning.

According to Borg and Al-Busaidi (2012), the positive effects of learner

autonomy, such as improving the quality of language learning, preparing

individuals for lifelong learning, and allowing learners to take advantage of learning

opportunities both inside and outside the classroom, have led scholars to

advocate for this method of more meaningful learning. According to Najeeb

(2013), being autonomous allows students to freely exercise their knowledge

and abilities in
situations outside of learning institutions. Because learning is a lifetime process,

autonomous learning extends beyond the classroom.

According to Ponton & Rhea (1999), autonomous learning is a collection

of cognitive activities that occur to variable degrees during self-directed learning

tasks. Although not overt behavior in the conventional sense, ingenuity, initiative,

and perseverance are made visible by valid instrumentation.

In this sense, students who learn independently outperform their non-

autonomous counterparts in critical thinking and problem-solving because their

educational environments promote the development of these skills.

Due to a lack of student interest and reports of low performance in the

subject Araling Panlipunan based on several research, this study aims to assess

the effectiveness of autonomous learning in teaching Araling Panlipunan for Grade

5 Elementary learners.

Scope and Limitation of the Study

The study focuses in determining the autonomous learning in teaching

Araling Panlipunan (AP) of grade 5 elementary learners at Abuyod Elementary

School, District of Teresa, Division of Rizal during the School Year 2022-2023.

Thirty (30) grade 5 learners will be considered in the study. They will utilize

the developed supplementary material consisting of the identified the autonomous

learning in Araling Panlipunan. Before the developed material will be used, it will

be validated by the experts inclusive of four (4) teachers and six (6) Master

teachers of Araling Panlipunan. Since Abuyod Elementary School has no Master

teacher yet, the researcher will tap from the neighboring schools in Teresa, to

assure the validity and reliability of the developed supplementary material.

The supplementary material will adhere to the learning competencies

covered for the second quarter. All the grade 5 learners will be exposed to the

developed and validated material. In the end, their performance will be analyzed

whether the material brings significant difference in their performance in AP.

As per research tool, this study will utilize the checklist of Gholami (2016)

to determine the autonomous learning of the respondents. To help the research

decide what activities can be included in the supplementary material, the table of

assessment from Yates (2015) will be considered. Lastly, to determine the

satisfactory level of the developed supplementary material, the DepEd prescribed

rating tool for printed sources will be used.

Quantitative method of research will be used in this study. Specifically, it

will utilize developmental and experimental pretest-posttest single group design.

This research design will enable the researcher to provide a validated teacher-

made material and even allow her to check its impact to the performance of the

learners in AP 5.

Statement of the problem

This study aims to determine the autonomous learning in teaching Araling

Panlipunan for Grade 5 learners of Abuyod Elementary School during the school

year 2022-2023. Specifically, it seeks answers to the following questions:

1. How do the experts evaluate the developed supplementary material with

autonomous learning in teaching Araling Panlipunan for Grade 5 with

respect to:

1. content;

2. format;

3. presentation and organization; and

4. accuracy and up-to-datedness of information?

2. How do the Grade 5 learners perform before and after exposure to the

developed supplementary material with autonomous learning in teaching

Araling Panlipunan for Grade 5 with respect to the

following competencies?

1. Naipapaliwanag ang mga dahilan ng kolonyalismong Espanyol;

2. Nasusuri ang mga paraan ng pagsasailalim ng katutubong

populasyon sa kapangyarihan ng Espanya

a. Pwersang militar/ divide and rule

b. Kristyanisasyon

3.3 Nasusuri ang epekto ng mga patakarang kolonyal na ipinatupad

ng Espanya sa bansa:

c. Patakarang pang-ekonomiya at

d. Patakarang pampolitika (Pamahalaang kolonyal)?

3. Is there a significant difference on the performance of the Grade 5 learners

before and after exposure to the developed supplementary material with

autonomous learning in teaching Araling Panlipunan 5 with respect to the

cited competencies?

Hypothesis of the Study

The study will test the null hypothesis that there is no significant difference

on the performance of the Grade 5 learners before and after exposure to the

developed supplementary material with autonomous learning in teaching Araling

Panlipunan 5 with respect to the cited competencies?

Chapter 2

EVALUATION, DESIGN AND FRAMEWORK

This chapter presents the discussion of expected output and justification,

theoretical and conceptual framework, the variables and their definitions and

importance to the study and definition of terms.

Discussion of Expected Output and Justification

Supplementary material consists of autonomous learning in teaching

Araling Panlipunan for Grade 5 learners is the expected product of this study. It

complies with DepEd’s R.A. No. 10533 mandate where there is a need to maintain

an enough access to applicable, contextualized, and localized supplementary

materials to reinforce and augment the use of the main course book. Hence, the

development of this supplementary material will be patterned to the DepEd

learning competencies for the second quarter. Primarily, the content of the

supplementary material will cover topics such as Module 1: Dahilan at Layunin ng

Pananakop ng mga Espanyol, and Module 2: Pagsasailalim ng Katutubong

Populasyon sa Kapangyarihan ng Espanya. The supplementary material will offer

several approaches to autonomous learning such as Think-Pair-Shair, KWL Chart,

Application Cards, Admit and Exit Slips, and others.

This output will be beneficial to the teachers for its development can open

their minds to see more of students’ needs in learning and provide solutions out of

it through designing learning materials. The learners will have other options how to

take up the lessons if they find it hard to understand the concept in the

main
source. Also, this supplementary material offers several kinds of autonomous

learning where their interest and intelligences are considered. This may result to a

more engaged and invested learners in learning AP 5. As to school, this output will

strengthen the utilization of library hub, thus support the reading programs in the

institution. This will significantly, might as well, increase the school performance in

AP5.

Theoretical Framework

This study is based on Holec (1981) principle which claimed that learners

can control how they learn. He coined the term “autonomous learning” for this. He

believed that learning is not totally innate but is something that is influenced by the

environment inclusive of formal schooling and systematized inquiry in every level.

He added that for a learner to own his learning, he must be able to take

responsibility of his decisions toward all the facet of learning. In a larger context,

when learners manage their own learning, the latter part of schooling will serve as

a tool to goal attainment, sustaining interest, and holistic development in producing

productive citizen. Moreover, “autonomy to learning” has been viewed as means

of encouraging learners to find ease at discovering knowledge and its processes.

This theory is supported by Little (2007). He pointed out that adapting,

managing, and controlling one’s learning is something to be ready off and should

be taken one step at a time. This is due to the realization that only few learners

come to their first class completely ready. Hence, teachers are in charge to guide

the learners discover and enhance their strengths, and embrace their weaknesses
if cannot be fully developed. This calls for careful consideration: when teachers

promote learner autonomy without paying attention to students’ various learning

abilities or social, cultural, and emotional status, learner autonomy may hinder

their learning process instead of developing it.

This theory supports the study in a way that it allows the teachers to track

and measure learners’ progress and to adjust instruction accordingly. Thus,

designing, crafting, and developing supplementary material that will determine the

autonomous learning in teaching Araling Panlipunan 5 adheres to the

Implementing Rules of Basic Education Act of 2013 where the schools are

mandated to produce locally crafted learning materials to meet the unique needs

of their learners. Also, this theory in relation to the present study will contribute to

the realization of DepEd’s vision with “enabling learners to realize their full

potential and contribute meaningfully to building the nation.”

Conceptual Framework

The conceptual framework on the next page was drawn up based on the

theory presented and on the statement of the problem.

This study focuses on determining the autonomous learning in teaching

Araling Panlipunan among the grade 5 elementary learners of Abuyod Elementary

School.

The first frame represents the input. It consists of variables prerequisite to

realize the goal of this study. This includes the development of the supplementary

material in AP5. The mentioned material will comprise the following parts: content,
format, presentation and organization, and up-to-datedness of information. Its

crafting will be based on the competencies for AP 5 second quarter.

The process was presented in the second frame. The procedures start

from development and validation of pre-test and posttest. Once there are enough

number of accepted items, the respondents will answer them. The results will be

recorded as bases of comparison in the latter part of the experimentation.

Consequently, the development of the supplementary material in AP 5 will be

done. Experts in the field of Social Studies will be tapped to validate the material.

This shall focus on the above-mentioned parameters and shall adhere strictly to

the learning competencies from DepEd. Once approved, the respondents will be

exposed to the developed material. Posttest will be administered afterwards, and

the results will be submitted to the statistical center for proper treatment.

In the last frame is where the output of this study was presented. The

results should determine the autonomous learning in teaching AP 5 utilizing the

developed supplementary material.

The arrows extending from one frame to another signify the continuous

flow from one step to another. Feedback is also tendered which signifies that

rooms for improvement in any part of the study is recognized and will be

incorporated.
INPUT PROCESS OUTPUT

Satisfactory Level of the

Supplementary Material
in AP 5 in terms of:
 content
 format
 presentation and
organization
and
 up-to-datedness
of 
Development and
information validation of pre-
Performance of the test

Grade 5Administration and
learners before
retrieval of
pre-test
and after exposure to the
 Determining
Autonomous Learning
the
developed
in Teaching Araling
supplementary material Panlipunan for Grade 5
autonomous Elementary Learners
with respect to the AP 5 learning of
the
learning competencies. Grade 5
learners
1. Naipapaliwanag ang 
Development and
mga dahilan ng
validation of
kolonyalismong
supplementary
Espanyol;
material ang
2. Nasusuri in AP 5
mga

Utilization of the
paraan ng
supplementary
pagsasailalim ng
katutubong
material in AP 5
populasyon sa 
Administration and
kapangyarihan ng
retrieval of post-
Espanya test
a. Pwersang militar/ FEEDBACK

Tabulation,
divide and rule
Analysis and
Figure 1
b. Kristyanisasyon
ConceptualofModel Showing the Development of the Supplementary Material
Interpretation
3. Nasusuri ang with Autonomous Learning in Teaching Araling Panlipunan
epekto
Gathered Data for Grade 5 Learners
ng mga patakarang
kolonyal na ipinatupad
ng Espanya sa
bansa:
The Variables, Their Definitions and Importance to the Study

The following variables used in this study are discussed with related

literatures and studies of various resources both foreign and local.

Autonomous Learning

Luftnegger et al. (2012) explained that self-regulation is seen as critical in

the development of lifelong learning skills for everybody, as well as motivation to

study and reflective practices.

Karamarski et al. (2013) argued that our objective should be to empower

teachers to develop SRL learners. More explicit teaching in self-regulatory

practices, strategies, and skills would benefit our student teachers' development

as self-regulated lifelong learners as well as practitioners in schools where SRL

skills and strategies support their teaching and develop autonomous, self-

regulated learners in their classrooms.

As stated by the OECD (2013), SRL is a vital interdisciplinary competence

that leads to increased learning and assists individuals in dealing with the

challenges of life-long learning in a knowledge society. It is commonly

acknowledged that SRL plays a significant role in school accomplishment.

Children and adolescents who have greater levels of SRL are more likely to

achieve academically than students who have low levels of SRL.

Thanasoulas (2000) stated that learners must follow particular routes to

achieve autonomy, which is equivalent to saying that there must be a teacher who

must guide the way. In other words, independent learning is not "teacher-less
learning." Teachers play an important role in launching students into self-access

and assisting them daily to stay afloat.

According to De Guzman (2004) learner autonomy is not expressly

addressed in the summative list of 25 primary indicators of functional literacy that

have evolved. However, one might conceivably establish the link between it and

"sense of responsibility," one of the sub-indicators under "self-development."

Nunez (2014) raises concerns about the importance of autonomy in the

context of media literacy. For him, autonomy may be limited to the teacher's

options in conducting media literacy classes that result in pre-determined inputs for

engagement.

De Guzman (2007) states that although decentralization initiatives have

been implemented at all levels of education in recent years, learner autonomy is

broadly described as a group of everyday cultural-institutional strategies that make

specific contexts of teaching and learning meaningful and appropriate amid an

essentially standardized curriculum and, as previously mentioned, top-down

educational provision.

The Commission on Higher Education (2014) has transitioned to an

outcomes-based education framework, which gives educational institutions the

autonomy to develop international, national, and institutional outcomes-based

goals. One of the framework's defining traits is its emphasis on the student as a

primary figure in curriculum design, implementation, and evaluation.

Hence, in light of the abovementioned literature, it is divulged that

autonomous learning helps the learner to be accountable for all of his/her learning
and actively participate in the fulfillment of his/her decisions. The present study

also gives great importance to this learning approach which is the Autonomous

Learning which will be applied in teaching Araling Panlipunan for the Grade 5

elementary learners, which will improve the students’ ability to take in-charge of

their own learning.

In the study by Ramamuruthy & Rao (2015), they found that using a

smartphone helped improve students' critical thinking, creative thinking,

communication, and teamwork abilities. The findings revealed that learners had

progressed toward autonomous learning, but they were still reliant on teachers to

attain their learning objectives.

According to the findings of Wang & Zhang (2022) in their study, the

optimum blended learning mode would increase foreign language learners'

learning motivation and develop their autonomous learning capacity, allowing them

to construct and enhance their autonomous learning behavior further.

Sun (2020) found that students' autonomous learning ability has a

substantial influence on the students' academic growth, whereas teacher-student

contact has little effect.

The findings of Ludwig & Tassinari (2021) suggest that the change to

online learning has offered opportunities for instructors and students to become

more independent, especially because the participating teachers viewed autonomy

as one of the primary affordances of online learning. Furthermore, the findings

indicate that teachers play an important role in strengthening their pupils'

autonomy.
Madrunio et al. (2016) concluded that the offering of distance education

programs involves issues of autonomy in e-learning. Furthermore, it does not imply

that Philippine education does not understand the need for learners to be

independent; rather, student autonomy appears to be less acknowledged as an

educational goal in the nation than in others.

Valdez (2012) discovered, via the use of poster essays in dealing with

concerns of labor migration, that learners employ various types of media to

articulate contradictory viewpoints of the topic that are historically and socio-

politically conditioned. While critical pedagogy might help students become

independent learners, he questions if practitioners have the autonomy to actualize

criticality in various educational activities.

Tan's (2011) investigation of critical thinking among students reveals

collision and synergy points at the intersections of autonomy and opposition to

autonomy. Tan demonstrates, through student learning logs, that while they have

different perceptions of themes, larger social concerns have a significant role in

their engagement with classes. This leads to the concept of autonomy as a

negotiated learning phenomenon since, although teachers provide a learning

environment for critical thinking at various levels, students explore a variety of

paths for engaging inputs.

Pudiquet et al. (2019) stated that there is no significant correlation

between the students' autonomous learning and academic success. Based on

these findings, it is recommended that metacognitive awareness and autonomous

learning be improved by incorporating various collaborative methods

and activities that allow learners to work collaboratively and independently while

also allowing them to deeply reflect and ponder in their lessons. In this way,

including such an approach in education may result in improved academic

achievement among students.

All the related studies mentioned above play a great role in the conduct of

this study since they all emphasized the importance of autonomous learning that

will greatly benefit the students to have the power to regulate their learning

activities or they have the autonomy to control their learning process. The present

study also gives great importance to autonomous learning as a learning approach

in teaching Araling Panlipunan to the Grade 5 elementary learners, which will

enhance the learner’s motivation that will lead to more effective learning.

Supplementary Material in Araling Panlipunan

Kearns (2015) stated that learning materials that can pique students'

interest in learning social studies are a challenging issue for teachers. The

intricacy of social studies poses learning difficulties for pupils, who are frequently

separated from the content they are studying. As a result, many pupils lack a

thorough comprehension of history.

Bruner (1961) stressed the use of visual aids and improvisation in oral

reports. When the actual thing is unavailable or impossible to obtain, improvisation

is the skill of presenting a substitute or the next best thing. As a result, social

studies instructors must employ instructional aids or innovate to make learning

simple, pleasant, and long-lasting.

Soydan (2018) asserted that it is critical to develop educational materials

by integrating them into the digital era as well as in all stages of life. The materials

developed considering the characteristics of the students of the age together with

technological integration contribute significantly to the development of students'

academic accomplishment, motivation, and thinking abilities.

İlhan et al. (2021) stated that educational comics are one type of material

designed in a digital environment and ideal for use in a learning environment. At

the same time, they may be applied to many subjects and gains in the field of

education, and they can pique students' attention, enhance motivation, and make

learning enjoyable.

As stated by Baliling (2020), in the case of teaching Araling Panlipunan,

the students' lack of interest in the subject, the difficulty of enriching activities to

meet the needs of the students, the lack of opportunity to attend trainings and

seminars on updated approaches, methods, and techniques, and the lack of

supplementary references as well as appropriate materials are just a few of the

issues that teachers face.

As mentioned by Cruz (2018), the 2018 call, the seventh since the initial

call, which received 24 submissions, and was recently announced on the NBDB

website and on social media, is dedicated to supplementary materials that would

be used by public schools, particularly in light of the K-to-12 curriculum and the

emphasis on Mother Tongue education. After consultations with the Department of

Education, the NBDB has chosen to assist in meeting the Department's

requirement for current and relevant materials.

Pardilla (2020) mentioned that teaching materials can take many forms,

including simple teaching aids, comic strips, modules, e-learning portals, and so

on. Whatever sort of teaching material the teachers use, it all acts as an

assistance to the learners' higher accomplishment or learning.

According to UNESCO (2002), one of the distinguishing characteristics of

localized learning materials has been their ability to incorporate the learners'

culture and local knowledge to provide meaningful learning. UNESCO has urged

its members to create a curriculum that is based on local requirements and is

relevant to the learners. According to the final report of the Regional Seminar in

2002, the Philippines may enhance its curriculum by developing a curriculum that

caters to the country's various cultural heritage.

Hence, in light of the abovementioned literature, it is stated that students

lack interest in the subject Araling Panlipunan, so there is a need to make

supplementary materials that can help engage students in the subject. The

present study also gives importance to the improvisation of supplementary

materials that can help motivate the students in learning Araling Panlipunan; it

also gives importance to the learning approach that will be used in teaching the

subject of Araling Panlipunan to the Grade 5 elementary learners through

Autonomous Learning.

Thakur (2015) claims that the usage of such supplemental materials offers

the foundation for the use of meaningful knowledge through intriguing topics and

extended contexts, allowing learners to become more motivated and engaged in

learning and gladly participate in the target lesson. When students build
confidence by comprehending and appreciating authentic materials, they are more

equipped to view such other items on their own.

Luna & Sherin (2017) showed that instructors efficiently used videos as

supplementary material throughout the academic year, and they considered video

learning to be highly effective, even better than educating pupils using standard

textbooks. They argued that a large portion of the human brain was dedicated to

processing visual information.

Syawaluddin et al. (2020) concluded that the snakes and ladders learning

media on social studies can be supplementary material that can enhance students’

interest and learning outcomes in elementary education.

Based on the study of İlhan et al. (2021), the use of digital comics in online

education promotes success and aids in the development of favorable behaviors

toward the Social Studies course.

Leonardo (2019), the suggested instructional module was deemed very

acceptable by the Araling Panlipunan instructors, department heads, and

education supervisors based on a set of criteria: objective, contents, skill

development, process and methodology, and variety. Based on the module's

degree of acceptance, it may also be inferred that the proposed instructional

module in Grade 10 Araling Panlipunan can be an effective resource for improving

student performance.

Castro (2020) concluded that the post-test mean scores offer substantial

evidence that there was an improvement in the academic performance of students

taught in simulation game techniques compared to the lecture approach.

Furthermore, the results revealed a significant effect of student performances

taught using the simulation games approach being superior to those taught with

the lecture method. Furthermore, the findings revealed that simulation game

tactics had a considerable favorable impact on the academic performance of

pupils in Araling Panlipunan.

In the study of Olandre (2021), the usage of Agapay at Gabay (A.P)

Flashcards as part of the teaching and learning process in the topic Araling

Panlipunan demonstrates the concepts for supporting distance learning through

Flashcards. They quickly learned how to understand the lessons and benefit the

teachers.

Based on the data gathered from the post-assessment on the study of

Ugalde (2021), students' scores improved after using instructional modules and

worksheets. Thus, at challenging times such as pandemics, the usage of

instructional modules and worksheets can assist students in studying Araling

Panlipunan 10.

All the other related studies mentioned above provide the information

needed in making this study more significant to the readers. It was emphasized

that there is a need to improve the materials used in teaching Araling Panlipunan

and to improve the way of teaching the subject. The present study gives great

importance to the improvisation of supplementary materials to provide students

with a stronger and more fun learning experience. Also, to improve the learning

approaches in Araling Panlipunan through Autonomous Learning that will be

used
in teaching the subject to the Grade 5 learners that will cater to the individual

needs of learners.

Students’ Performance in Araling Panlipunan

Yusuf (2005) posited that exposing students to a range of collaborative

educational approaches might increase their performance. Cooperation in the

classroom was thought to promote interaction, gender equality, and academic

success. He also pushed for teachers at Araling Panlipunan to engage children in

a learning method that promotes social interaction, self-motivation, active learning,

and learning by doing.

The Ebonyi State Secondary Education Board (2014) stated that students'

performance in certificate examinations has not been very impressive. Such

performances have caused concern among stakeholders in the educational

industry. The chief examiner's assessment of the performance of students in the

Social Studies test in July 2014 lamented the poor performance, saying, "the

performance is generally poor." It was upsetting to discover the level of ignorance

among Social Studies applicants in their own country."

Ede & Onyia (2002) noticed that poor teaching approaches by instructors,

a lack of interest and focus by students in the Social Studies topic in the Nigerian

secondary school test, and other reasons are to blame for students' low

performance in the subject.

Bozimo & Ikwumelu (2009) stated that students continue to take for

granted what their professors give or reject it out of hand, most likely as a result of
either poor classroom engagement or the quality of instruction concerning the

overall academic accomplishment of students.

Villanueva (2019) observed that for the past four years, the NAT results in

Araling Panlipunan have declined from 50.24 percent in 2011-2012 to 41.70

percent in the preceding school year. Some of the variables that have been

discovered as causing a reduction in student performance in NAT ratings were a

lack of comprehension and a lack of learning resources and teaching aids in

appropriate quantities.

According to Rai (2007) Student Team Achievement Division (STAD) is

one of several cooperative learning techniques that foster cooperation and self-

regulation of learning skills.

Agcaoili & Oshihara (2014) stated that from 2008 to 2012, the National

Achievement Test (NAT) findings showed that elementary students failed to

achieve mastery in HEKASI (Geography, History, and Civics) or social subjects.

Diokno (2009) claims that too much focus on memorization prevents

students from developing historical thinking abilities such as chronological

reasoning, event contextualization, analysis, interpretation, and historical writing.

Hence, in light of the abovementioned literature, it is mentioned that there

is a poor performance of the students in the subject Araling Panlipunan. The

present study gives great importance to Autonomous Learning as an effective

learning approach in teaching Araling Panlipunan to the Grade 5 learners that can

help improve the performance of the students on the said subject.

In the study of Fan et al. (2016) in Araling Panlipunan, there is a positive

correlation between students' academic performance and peer group influence.

This link secures the students' academic success while also allowing them to

avoid the shame that comes with failure.

According to Okon & Archibong (2015), when teaching Araling Panlipunan,

he highlighted the significance of educators resourcing their use of instructional

materials. These would help students achieve exceptional academic success in

Araling Panlipunan as well as other school subjects.

Oyibe & Nnamani (2015) concluded that teacher and student-related

variables influence students' performance in Araling

Panlipunan. They recommended that the government help by providing

instructional tools that aid in learning, that Araling Panlipunan instructors assist,

and that students build a positive interest in the issue by recognizing its

importance to the country's building.

Based on the findings from the study of Estrella (2020), it is determined

that computer-aided education has a greater influence on student performance. It

is also suggested that Araling Panlipunan instructors use computer-aided

education regularly.

Guarin & Salcedo (2018) concluded that except for the research skill, the

results suggest that pupils in Araling Panlipunan have below-average development

of most skills. Students had some minor difficulties when learning Araling

Panlipunan.

The study of Balaus & Salcedo (2019) found that with differentiated

instruction, students in the experimental group did better than students in the
control group, and with differentiated instruction, students performed better in

Araling Panlipunan. Differentiated instruction outperforms non-differentiated

instruction.

The finds of the study by Montalbo & Villanueva (2020) suggest that

teachers should use Contextual Teaching and Learning (CTL) when teaching

Araling Panlipunan to enhance students' performance.

The study of Zarnigor's (2021) findings shows that the Merit Badges

Method stimulates learners to become more motivated, active, and enthusiastic in

learning. Learning continues to take place in the traditional manner of teaching

Araling Panlipunan, although considerably improved performance among learners

who received the intervention was seen.

The related studies mentioned above provided sufficient knowledge that

enlightened and strengthen this research. It was emphasized that there is a need

to improve the academic performance of the students in the subject Araling

Panlipunan. The present study is related to the mentioned studies above, for this

will also tackle the student performance in Araling Panlipunan and will determine if

the Autonomous Learning in teaching Araling Panlipunan to the Grade 5 learners

can improve the performance of the learners.

Synthesis

The goal of education is to help students improve their knowledge as well

as their learning approach. Globally, the major goal of 21st-century education is

not only to provide learners with a vast amount of facts and knowledge but also to
improve their self-regulation skills, which will help them become independent

learners; learners who have the cognitive and metacognitive abilities, as well as

motivational beliefs and attitudes, required to comprehend, supervise, and control

their own learning, also known as autonomous learning. Although learners are

seen as exclusively responsible for their actions during the learning process, the

outcome of preparing learners for autonomous learning is shared by the instructor

and learners. No matter how much students have learned in school, they will need

to learn new things in the future through developing and linking new things to their

past knowledge. The objective is that students will have to study on their own at

some time, and they must learn how to study. Critically informed learners will fare

well in a rapidly changing environment. As a result, in this fast-changing world,

there is a need to shape our children to be autonomous learners, as they will

require the talent for a range of professions and surroundings in their future lives.

Definition of Terms

For better understanding and clarity of some words/phrases used of this

study, the following terms are defined conceptually and operationally.

Araling Panlipunan 5. This is one of the subjects under the K to 12

curriculum which aims at developing learners who are critical, responsible,

productive, environmentally concerned, humane, patriotic, and give importance to

economic issues from the past and present toward the country’s future

improvement.
Autonomous Learning. This is approach to learning is also termed as

self-directed learning. It pertains to the way learners manage their own learning

activities.

Content. This pertains to all the necessary parts that should reflect in the

supplementary materials to be developed.

Language and Styles. This talks about how the words in the learning

material were used according to the level of the learners.

Learning Competencies. These are as the knowledge, skills, behavior

and ability required to be attained in a grade level.

Objectives. This refers to the goals of the worksheet upon utilization.

These further points what are the specific aims of each task in the supplementary

material.

Organization of Presentation. It pertains to the arrangement of parts and

contents of the developed supplementary material.

Supplementary Materials. These are teaching materials locally designed

based on competencies to support learning in Araling Panlipunan 5.

Usefulness. This describes the role of the supplementary material in

achieving the learning competencies.

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the methods of research, setting of the study,

subject of the study, procedure of the study, sources of data, and statistical

treatment.

Methods of Research

The experimental method of research will be used in this study. This

method involves the manipulation of variable and later trace whether the set up

brings significant difference, improvement, or relationship prior to the controlled

variable. According to Bell (2009), experimental design in research aims at

providing objective and controlled findings. This allows the researchers and

readers to come up with a more exact conclusions in relation to the problems

raised. Generally, this research design establishes the interrelated context

between the independent and independent variables. This is supported by Poole

and Poole (2012), where they claimed that experimental design is methodical

scheme of investigating conditions maximizing the data using minimal sample

population.

This research design will be helpful to this present attempt because it will

consider small number of respondents with the aim of determining the learners’

autonomous learning through the experimental scheme.

Consequently, this study will utilize developmental and experimental

pretest posttest, single group design. this entails developmental design for the
researcher will develop a supplementary material with autonomous learning in

teaching Araling Panlipunan 5. Also, this will adhere to experimental design

because the single group of learner-respondents will accomplish pretest and

posttest. Hence, the performance of the learners before and after exposure to the

developed material will be treated properly to prove or disprove the hypothesis of

this study.

Setting of the Study

This study will be conducted in Abuyod Elementary School, District of

Teresa during the school year 2021-2022.

Teresa, Rizal belongs to the 2nd Congressional District of Rizal.

Collectively, this District is comprised of the municipality of Baras, Cardona,

Teresa, Morong, , Tanay, Pililia, and Jala-jala. Teresa is comprised of seven (7)

public elementary schools inclusive of Teresa Elementary School, Quiterio San

Jose Elementary School, Quiterio Elementary School Annex, Prinza Elementary

School, Bagumbayan Elementary School, Pantay Elementary School and Abuyod

Elementary School.

Teachers and students of Abuyod Elementary School are active

participants of the several school-based, district-based, or division-initiated

programs and competitions such as quiz bee, Science Fair, NUMATH, Gulayan sa

Paaralan, and others. Teachers and school heads also work hand in hand to

develop localized teaching materials to meet the changing and unique needs of
Figure 2

Location Map of the Public Elementary Schools

in the Teresa, Rizal

Abuyod learners. Upon crafting, one of the social guidelines being

considered is the DepEd core values Maka-Diyos, makatao, makakalikasan, at

makabansa. Such is relevant to the context of students here because most came

from low earners family, they have different religious beliefs, and have various

means of human fellowship.

Subject of the Study

This study will consider the Grade 5 learners of Abuyod Elementary

School. There will be a total of 30 respondents who will utilize the developed

supplementary material in Araling Panlipunan 5. These learners were chosen

through convenience sampling since the researcher has the direct contact with

them as the subject teacher. Hence, the gaps, problems, and strength of this class

are known to the author of this research.

The study of Zarnigor (2021), Merit Badge Method, one form of

motivational approaches to teaching and learning, was found to be effective in

increasing learners’ involvement to the learning process. Although exchange of

knowledge was also evident in traditional ways, the learners showed better

performance in Araling Panlipunan utilizing a teacher-made intervention material.

Consequently, Grade 5 is the level where a student starts to be an

independent learner. Guided teaching were provided in the previous grade levels,

where the teachers focused were on accomplishing tasks and performing what

was learned with maximum teacher interruption. However, Grade 5 marks the
beginning of new ways to learning, becoming an independent learner. This means

that at this stage, learners tend to discover their learning style, improve

confidence, assess their intrapersonal and interpersonal abilities, and even think

more critical.

Procedure of the Study

To attain the objectives of this study, the following procedures will be

systematically followed.

The researcher will secure permit to conduct study from the University of

Rizal System and from the Division Office of Rizal. Upon approval, coordination

with the concerned schools will be done. This is to ensure that the heads of the

respective schools will be informed of the study’s aims and procedures.

The researcher will forward letter to the respondents and validators. If

needed, an explanation either personal or virtual will be conducted to clarify the

purpose of the study.

The developed supplementary material consisting of autonomous learning

in teaching Araling Panlipunan 5 will be validated by the experts in terms of how it

met the criteria on content, format, presentation and organization, and up-to-

datedness of information which is based on the DepEd prescribed evaluation form.

The suggestions and comments of the validators will be considered to better

produce a localized and appropriate output.

In the experimental phase, the Grade 5 learners will answer the pretest.

The same set of learners will utilize the enhanced supplementary material. The
ending stage of this attempt is for the learners to accomplish the posttest prior to

exposure to the developed supplementary material.

The results of the evaluation as well as the data of the performance of the

students before and after exposure to the material will be brought to the University

statistical office for proper treatment.

The treated data serve as the bases in answering the statement of the

problem and determining the autonomous learning in teaching Araling Panlipunan

5.

Sources of Data

This study will consider three research tools to assure the content and

validity of the results.

In determining the autonomous learning of the respondents, the checklist

of Gholami (2016) will be used. This learner autonomy questionnaire is comprised

of cases where student’s ways and preferred means of learning are involved. Also,

the types of learning whether dependent or independent were identified. This will

guide the researcher how the students gain knowledge and will serve as bases in

developing the supplementary material.

In crafting the supplementary material, the list of activities and assessment

will be based on Yates (2015) table of assessment in experiential learning. The

list offers various kinds of tasks which are categorized into experiential or

traditional. This will guide the study what activities can be designed based on the

hypothesis.
The developed supplementary material will be assessed utilizing the

DepEd prescribed evaluation tool. This is based on the guidelines and processes

for LRMDS Assessment and Evaluation. The several criteria needed to meet are

the content, format, presentation and organization, and accuracy and up-to-

datedness of information.

The scale and interpretation below will be used to determine the

satisfactory level of the developed supplementary material.

Scale Range Verbal Interpretation

4 3.00 – 4.00 Very Satisfactory

3 2.00 – 2.99 Satisfactory

2 1.00 – 1.99 Poor

1 0-.99 Not Satisfactory

*if an evaluation criterion is Not Applicable (N/A), the material is rated 3 on

that criteria. Not Applicable means that the criteria is not relevant to the resource

being evaluated. It is given the score of 3 so that the evaluation score for each

factor reflects only the performance against criteria that are relevant to the nature

of the resource being evaluated.

Further, this evaluation tool for print resources also provides descriptor for

each criterion so the evaluators will be guided by giving them an objective rating.

The tool also noted that for ratings of 3 and below, written comments in the rating

sheet should indicate specific pages and brief descriptions of inadequacies in the

material. Hence, any material that fails factor 4 must not be recommended for use
in public schools until the identified issues have been fixed. Any material that fails

in at least one of the four factors of the evaluation rating should not be

recommended for possible use in public schools.

Statistical Treatment

The following statistical treatment will be used to come up with concrete

results.

To determine how the experts evaluate the developed supplementary

material with autonomous learning in teaching Araling Panlipunan for Grade 5 with

respect to content, format, presentation and organization, and up-to-datedness of

information, mean will be utilized.

Mean and standard deviation will be used to deduce how do the Grade 5

learners perform before and after exposure to the developed supplementary

material with autonomous learning in teaching Araling Panlipunan for Grade 5 with

respect to the cited competencies.

To determine whether there is a significant difference on the performance

of the Grade 5 learners before and after exposure to the developed

supplementary material with autonomous learning in teaching Araling Panlipunan

5 with respect to the cited competencies, dependent t-test will be utilized.

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Appendices

Determining the Autonomous Learning of the Respondents

[Link]

List of Possible Tasks to Cater the Autonomous Learning of the

Respondents
[Link]

Evaluating the Developed Supplementary Material

[Link]