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THE EFFECTS OF TECHNOLOGICAL INTEGRATION

TO THE LEVEL OF LEARNING ENGAGEMENT
OF GRADE 10 STUDENTS
OF TANAUAN INSTITUTE INC.
S.Y. 2023-2024

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction
In today’s rapidly evolving digital landscape, the integration of technology in

education has gained significant attention from educators and policymakers.

Technological integration involves incorporating digital tools, resources, and platforms

into the teaching and learning process to enhance student engagement, improve learning

outcomes, and prepare students for the challenges of the 21 st century. This research aims
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to investigate the effects of technological integration on student learning and explore

recommended practices for teachers to effectively integrate technology into their

classrooms.

The advancements in technology over the past decade have revolutionized the way we

access information, communicate, and interact with the world. These advancements have

also presented both opportunities and challenges in the field of education. Traditional

teaching methods, while effective, often struggle to fully capture the attention and interest

of today’s tech-savvy students. Technological integration offers a promising solution by

providing educators with innovative tools and strategies to create dynamic and interactive

learning environments.

One of the key benefits of technological integration in education is its ability to enhance

student engagement. By incorporating multimedia content, interactive simulations, and

gamified learning experiences, technology captivates students’ attention, stimulates their

curiosity, and promotes active participation in the learning process. Additionally,

technology enables personalized learning experiences that cater to the diverse needs and

learning styles of individual students. Adaptive learning platforms, online assessments,

and digital resources allow for differentiated instruction, ensuring that students receive

tailored support and challenges based on their unique abilities.

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Moreover, technological integration fosters collaboration and communication among

students. Digital platforms and tools facilitate seamless collaboration, enabling students

to work together on projects, share ideas, and provide real-time feedback. This

collaborative approach nurtures essential skills such as teamwork, communication, and

problem-solving, which are vital for success in the modern workforce.

While the potential benefits of technological integration are significant, successful

implementation requires careful consideration and effective practices. Teachers play a

crucial role in leveraging technology to maximize student learning outcomes. They need

to possess the knowledge, skills, and pedagogical strategies to integrate technology

seamlessly into their instructional practices. Therefore, this research aims to identify and

explore recommended practices for teachers in technological integration. These practices

include providing clear learning objectives, utilizing interactive and multimedia content,

promoting collaborative learning, personalizing learning experiences, and offering

ongoing support and training.

In conclusion, technological integration has the power to transform the educational

landscape by revolutionizing the way students learn and engage with academic content.

By incorporating innovative digital tools and strategies, educators can create dynamic,

personalized, and collaborative learning environments that prepare students for the

demands of the digital age. This research seeks to contribute to the existing body of

knowledge by examining the impact of technological integration on student learning and

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providing valuable insights into effective practices for teachers. The findings of this

research can inform educational policies and practices to enhance the quality of education

and promote student success in the 21st century.

The classroom has seen tremendous change in the last ten years. Particularly when it

comes to using the most comfortable teaching strategy for courses. Because of this, a lot

of educators have developed more inventive ways to deliver the experience quickly and

effectively. Since technology is the area of society that is expanding the fastest, educators

will use it till then. More opportunities for teaching and learning are created by the

growing integration of technology, especially in the science classroom. It also opens up a

new way to make teaching and learning more profitable, interactive, and welcoming for

both teachers and students.

According to Cervantes, F. M. (2021) providing technology into education with House

Bill No. 10329, or the Public Schools of the Future in Technology (PSOFT) Act aims to

harness technological innovations, processes, and instruments in facilitating teaching and

learning processes that would enhance the performance of students and teachers. No one

voted against the bill nor abstained from voting.

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Moreover, People are continually developing and changing. Accordingly, science

and technology are progressing at an unbelievable speed. Especially in the 21st century,

when we are at the beginning of technology development, we can see this. Many things

that we could not even dream of have happened now, and they are happening rapidly.

Changes in technology can cause people to experience both hope (digital convenience,

access to all kinds of information, solution-oriented technological applications, medical

developments) and worrying situations (technology addiction, internet abuse, virtual

fraud) (Gunuc, 2017). This situation requires technology to be managed systematically

and to be included in individuals’ life processes in a planned and programmed way

(Thomas & Brown, 2016). States made the most investment to people in all periods they

existed. It made this investment through education systems (Durnali & Ayyildiz, 2019).

The education system may differ from country to country. However, their goals are

shared: "Qualified staff and well-educated individuals”. At this point, technological

changes play a significant role (Palak & Walls, 2015; Yilmaz & Aydin, 2019). .
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Background of the Study. ( PAR ARE LANG IEEDIT MO ). BABAGUHIN

LAHAT NG BACKGROUND OF THE STUDY PAR LAGAY MO NALANG DIN

REFERENCE PAR

Level of student engagement: Over the years, educators and researchers have

explored the potential of technology to extend traditional pedagogical methods and bring

a new dimension to social studies instruction. With the advent of digital resources,

interactive platforms, and multimedia tools, there is an unprecedented opportunity to

engage students in dynamic and immersive learning experiences (Hicks, 2017). This

paradigm shift raises crucial questions regarding the effectiveness of technology

integration in teaching social studies education and its impact on student engagement and

achievement.

Social Studies Teachers are increasingly challenged to strike a balance between

the traditional foundations of the discipline and the innovative opportunities technology

offers. While textbooks and lectures remain valuable resources, the incorporation of

technology can breathe life into historical events, foster geographic exploration, and

facilitate discussions on contemporary societal issues (Di Giacomo, 2016; Wine burg &

Schneider, 2014).

Here in the Philippines, the integration of technology into education is rapidly

reshaping traditional teaching practices. Social studies, plays a pivotal role in fostering

civic awareness, historical understanding, and critical thinking among students. With the

advent of digital technology, there is an increasing need to explore how the local

educational landscape is adapting to these changes and how technology is influencing the

teaching and learning of social studies. The educational system has been undergoing
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significant reforms in recent years, with an emphasis on modernizing curriculum delivery

methods. The Department of Education (DepEd) has recognized the potential of

technology to enhance education and has introduced various initiatives to promote digital

literacy and technology integration in classrooms (Department of Education, 2017). This

shift presents both opportunities and challenges for educators, students, and policymakers

in the Philippines.

In selected Public High School in Division of Batangas Municipality of Laurel

and Talisay of Social Studies Teachers are composed of 27 teachers who have challenges

with how to perceive the technology Integration engaging their student learning. Based

on Social Studies Teacher, said that teaching Social Studies whether online or face to

face has its own set of challenges especially during the pandemic when integrating

technology into their teaching methods. These challenges may include adapting to online

platforms, addressing students’ varying access to technology, and finding effective ways

to engage students in a virtual environment, transitioning back to face-to-face instruction

may involve adjusting to a hybrid approach, incorporating technology for enhanced

learning experiences while managing in-person interactions. Teacher may also face

challenges in effectively integrating technology due to the need for specialized guidance,

limited resources, lack of training, or assessment challenges. Overall researcher wanted

to know how teacher sustain their teaching using technology integration to increased

student engagement and a more interactive and dynamic learning environment.

As a Social Studies Student, awareness to assess technology integration in

teaching will be helpful in improving our teaching practices by realizing that embracing

technology in the classroom can enhance the learning experience and student
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engagement. (Kirschner and De Bruyckere (2017) emphasize that as an overemphasis on

technology can lead to passive consumption of information, which can undermine critical

thinking and interaction, particularly in subjects like social studies.

Research Paradigm
Input Process Output
What is the perception of
the respondents to the
technological integration to Survey Questionnaire on There is no difference in
the level of students the study about The Effects the perception of the
learning engagement in of Technological respondent on technology
terms of: Integration to the Level of integration and student
Learning Engagement of engagement when
1.1 Multimedia Creation grouped according to their
Grade 10 Students of
1.2 Technological Tools Tanauan Institute Inc. profile
What is the level of Distribution and retrieval
students learning and analysis of
engagement in terms of the questionnaire.
following:
2.1 Attention Propose a program that
Application of the
2:2 Interest could help respondents to
appropriate statistical
further improve the level
2.3 Participation treatment on the data
of learning engagement of
gathered.
Grade 10 Students.

The Effects of Technological

Integration to the Level of
Learning Engagement of Grade
10 Students of Tanauan Institute
Inc. S.Y. 2023-2024
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Figure 1. Paradigm of the Study

Research Paradigm

The first frame shows the input which contains how the respondents perceive their

integration of technology in terms of the perception of the respondents to the

technological integration to the level of students learning engagement Multimedia

Creations, Technological Tools. It also shown the level of students learning engagement

in terms of Attention, Interest, Participation.

The second frame consists of the formulation and validation of the research

instrument that will be used in the data gathering. It also includes the survey

questionnaire to be provided by the researchers to their respondents on the research. All

of which are part of the data collection method to be executed by the researcher. And

lastly, it also includes the application of statistical tools on the gathered data.

The output make up the last frame of the paradigm which shows to enhance the

Technological Integration. The last frame also includes the program that can be proposed

to enhance technology integration of respondents.

The two-dimensional arrow that connects the input and output indicates the

paper’s interest in finding out the Effects of Technological Integration to the level of

learning engagement of Grade 10 Students of Tanauan Institute S.Y. 2023-2024.

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Statement of the Problem

This seeks to answer the following questions:

1. What is the perception of the respondents to the technological integration to the

level of students learning engagement in terms of:

1:1. Technology tools

1:2. Multimedia creation

2. What is the level of students learning engagement in terms of the following:

2:1. Attention

2:2. interest

2:3. Participation

3. Is there any significant relationship between technological integration to the level

of learning engagement of Grade 10 students?

4. Is there any recommended practiced for teachers in the Technological integration

to improved the learners level of engagement?

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Hypothesis:

The study tested the following hypothesis:

There is no difference in the perception of the respondent on technology

integration and student engagement when grouped according to their profile.

There is a difference in the perception of the respondent on technology integration

and student engagement when grouped according to their profile.

Significance of the Study

This study focused on explaining The Effects of Technological Integration to the

level of learning engagement of Grade 10 Students Moreover, the results of the study will

be beneficial to the following:

School. The result of the study may be a way to hold importance for the school

by providing insights into enhancing teaching methodologies. Enabling administrators to

make informed decisions about resource allocation and curriculum development.

Student. This study will help them develop an active engagement that

significantly enhances student’s educational journeys, equips them with critical skills,

and readies them for success in an increasingly digital and interconnected world.

Science Teacher. The findings of the study will give information about the

importance of the technology integration for Teachers’ Assessment in terms of student

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engagement programs for student engagement methods to prepare their students for the

challenges in their studies. They will also have an opportunity to refine their instructional

methods, leveraging technology to make lessons more interactive and relevant.

For Future Researchers. This study lays the groundwork for further

investigation into the nuanced relationship between technology integration, teaching

methodologies, and student engagement. It will provide a valuable starting point for them

for delve deeper into specific aspects, methodologies, or context, fostering a continuous

cycle of research and improvement in the field of educational technology.

Scope and Limitation of the Study

This study is mainly focused on the Effects of Technological Integration to the

level of learning engagement of Grade 10 Students of Tanauan Institute Inc.

The researcher will conclude that 27 Social studies teachers on the secondary

level.

This study will be conducted in the present year 2023-2024.

Definition of Terms:

The following terms are defined operationally to facilitate easy understanding of the

study:
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Technology Integration. in teaching refers to the intentional use of

technological tools, such as digital resources and interactive platforms, to enhance and

complement traditional pedagogical methods. It involves seamlessly incorporating these

technologies into the curriculum to create dynamic and immersive learning experiences,

fostering a deeper understanding of social studies concepts among students.

Multimedia Creation. Are the process of producing content that integrates

multiple forms of media. This can include text, graphics, audio, video, and interactive

elements. This process involves using various software and hardware tools to design and

develop multimedia products, such as digital presentations, video games, websites, and

interactive learning modules. The goal of multimedia creation is to engage audiences in a

more immersive and interactive way, enhancing communication and understanding.

Technological tools. Are devices, systems, or software that use scientific

knowledge to perform a task or function. These can include a wide range of items, from

physical devices such as computers, smartphones, and machinery, to software

applications like databases, analytical tools, and digital platforms.

Attention Cognitive process of selectively concentrating on one aspect of the

environment while ignoring other things. It involves the ability to focus mental resources

on specific information in order to process it more thoroughly. Attention can be directed

towards physical stimuli, such as sights and sounds, as well as mental phenomena like

thoughts and emotions. It’s a crucial component in many aspects of cognitive

functioning, including perception, memory, and learning.

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Interest. Are feeling of curiosity, attraction, or enthusiasm towards a particular

subject, activity, or topic. It is a psychological state that motivates individuals to engage

in and explore specific areas of knowledge or hobbies.

Participation. Act of actively engaging, contributing, or taking part in a

particular activity, event, or process. It involves actively involving oneself in a group,

organization, community, or society to contribute, collaborate, or make a meaningful

impact.

CHAPTER 2

REVIEW RELATED LITERATURE AND STUDIES

This Chapter provides an overview of previous research on knowledge sharing and

networks. It introduces framework for the study that comprises the main focus of the

research described in this thesis.

Foreign and Local Literature

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According to Mollov’s (2019) research, it is understood that education has A big impact

in shaping the personality of a student, and as such, it is significant as to how Teachers

present education to their students. Both Mollov (2019) and Ross (2020) found that as

Information technologies continue to develop teachers will need to integrate that

technology into Their classrooms. Mollov (2019) hoped to understand how Google

Classroom specifically Impacted the learning environment for students. Within a two

year span, 117 students and 29 Teachers were observed and surveyed. Students appeared

to be highly motivated under the Circumstances of the Google Classroom setting.

According to Zhai et al. (2019) also examined the effects of mobile learning based on the

amount of its integration in the classroom. As stated by the researchers, “Sometimes

mobile devices are simply used to replace the traditional instructional methods without

adding function improvement”(2019, p. 751). Zhai et al. (2019) observed that technology

was being used as a substitution, but26when redesigned for conventional instructional

practices, they hypothesized that the higher level of integration would lead to greater

student achievement. Zhai et al. (2019) incorporated a pedagogy into a set of classes

known as Substitution, Augmentation, Modification, and Redefinition, or SAMR. This

model was designed in order tousle technology to the best of its ability within the

classroom. Integrating technology into the classroom was difficult though, and students

sometimes would fall into performance mode, waiting to be told what to do. As mobile

technology was introduced, the researchers varied the frequency of use in their first study

before examining the four types of uses of mobile learning. In the substitution category of

the SAMR, no improvement was noted, however, the augmentation category provided
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improvement. The devices were also prone to be distracting to students and even had a

negative correlation with student achievement in the classroom. The devices provided

students the opportunity to be involved with class activities. However, student learning

did not necessarily increase. In other circumstances, such as with the after-school

remediating activities, the impact of technology displayed positive outcomes. Zhai et

al.concluded that “despite a general assumption that a higher level of technology

integration would result in greater student achievement, there’s a lack of empirical

evidence to support this assumption with mobile technology” (2019, p. 762). Mobile

technology’s impact on student learning truly depends on how it is involved in the

pedagogy.

According to (Sims, 2017) Technology can be extremely beneficial to students in the

classroom, but it can be extremely detrimental as well. Technology can decrease student

interaction and engagement as imposes a means to distract students. Student

concentration and motivation is decreasing with increased access to technology both

inside and outside of the classroom setting. Instead of retaining information, students’

behavior has shifted as they expect to be instantly gratified with near instant accessibility

to information via their devices. As shown by the gamification pedagogy the use of

mobile devices, and the integration of other ICTs in classrooms, these studies provide

insight into the negative impact of technology.

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A study conducted by Casañ-Pitarch and Candel-Mora’s (2021) research further adds to

this positive impact of Technology at the college level. Their research focused on the

development of digital literacy (the location and consumption of digital content) and oral

skills for English Language Learners using a form of virtual exchange (Google Meet,

Zoom, etc.). Casañ-Pitarch and Candel-Mora (2021) found that with this virtual

exchange, the students tended to increase in motivation and oral skills. The researchers

also wanted to further understand the ability to use telecollaboration with

This study group. Tele collaboration focuses on the development of foreign language

competence, intercultural communicative competence, and digital competence. The

virtual exchanges were Concluded to be helpful because they improved pronunciation,

speaking fluency, and raised Confidence in students. This research pointed back to digital

literacy, the creation of digital Content, and communication used in the digital world.

Through this process, students were able To develop their digital literacy by combining

language, content, and digital tools through a Tele collaborative project. Using

instruments such as Google Classroom, Hangouts, Drive, and Docs, results showed that

the experimental group (technology enhanced) performed better than The control group:

a percentage variation of 18.56% (Casañ-Pitarch & Candel-Mora, 2021). As

Casañ-Pitarch and Candel-Mora note, “Both experimental and control groups had similar

degrees of confidence when participating in the target professional acts before the

equipment. It was after the experiment when the difference between the two groups was

more significant” (2021, p. 40). Overall, students performed higher on their language

tests and gained more knowledge using the tele collaborative projects, thereby, advancing

noticeably. Whether in the various types of secondary classrooms or through the lens of a
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college Course, technology provides positive outcomes for both students and teachers.

Each of these Studies noted how the virtual classroom, technology-infused classrooms,

gamification education. Platforms, and even social media impacted students by increasing

connectivity, knowledge Acquisition, creativity, motivation, engagement, and

independence. Furthermore, stronger class Management, improved communication skills,

and opportunities for real-world examples were Evident. These increased outcomes are

also evident for teachers. Lesson planning, teaching, and Classroom management are all

being shaped by the opportunities technology provides.

Ross (2020) made predictions that this Infusion would increase student-centered learning

activities, students’ increased confidence in Technology usage, and students’ overall

accessibility to technology. His hypothesis was not far Off as data displayed both an

increase in accessibility to technology and a positive impact on the Learning process.

When looking at comparisons of the fourth through eighth graders to Neighboring school

districts, the students’ scores in mathematics showed a significant difference In

improvement. Ross (2020) went on to explain how technology should continually be

assessed In classrooms and used in professional development as it will continue to be a

part of our Educational system.

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CHAPTER 3

RESEARCH METHODOLOGY

Introduction

This chapter clearly define the research methods used to conduct the study. The

researchers explained how necessary data and information to address research question

was collected, presented and analyzed.

Research Design

This study used quantitative research with a questionnaire survey and employed a

Descriptive research design aims to accurately and describe a situation or phenomenon.

In this design it can use a wide variety of research methods to investigate two or

more variables. This design will highlight the important relationship between the

variables. In other words, the research design sets the procedure on the required data, the

methods to be applied to collect and analyze this data, and how all of this is going to

answer the research question (Grey, 2014).

This study tested hypothesis to assess the level of learning engagement of

Locale of the Study

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This study is conducted in Tanauan Institute Inc. Municipality of Tanauan

Respondents of the Study

The respondents of the study will come from the selected public high schools in

Division of Batangas Municipality of Laurel and Talisay, each school says in local of the

study will have a total of thirty (27) social studies teachers in high school. The

respondents will be required to respond to the survey questionnaire made by the

researcher.

School No. of Social Studies Teachers

Bugaan Integrated School 4

Balakilong Integrated School 2

San Gregorio Integrated School 1

Wenceslao Trinidad Memorial National High 8

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School

Balas Boco Sta. Maria National High School 4

Talisay Senior High school 4

Doña Maria Platon S. A 4

Table 1. Distribution of Respondents

Sampling Technique

The study's goal is to determine The Teachers' Assessment of Student

Engagement and Technology Integration in Social Studies Teaching. Purposive sampling

will be employed to select respondents, and a non-probability sampling technique will be

applied. As the name says, the sample will consist of people who meet a certain criterion

- social studies teachers in chosen public high schools in the Division of Batangas,

Municipality of Laurel, and Talisay. Additionally, the following criteria will be used to

choose respondents:

1. Social Studies Teacher

2. Their teaching experience or years in service

3. Technology Proficiency

4. Innovation in teaching and,

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5. Student Engagement

Data Gathering Procedure

The adviser will receive the revised questionnaire draft that the researcher has

created and will provide input on.

The goals, structure, and substance of the questionnaire draft will be evaluated.

Given how their instrument's final draft was assembled, it is anticipated that a couple of

the items would be changed.

To get their questions validated, the researchers consulted (2) experts. The

ultimate amended version of the survey was produced to ascertain the opinions of the

participants. The study aims to determine how teachers evaluate students' engagement

and the use of technology in social studies instruction.

Following the validation of the research instrument's validity and reliability and

the pre-dissertation participants' agreement of the thesis project, the researcher will write

to schoolteachers requesting them to submit the research questionnaire to the

respondents.

The questionnaire will be returned to the respondents after they have had ample

time to complete it, and the researchers will check it personally.

The research will next carefully count and tabulate the responses from the

respondents to guarantee precise data analysis.

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Research Instrument

The researchers use a self-made and validated scale, the Teachers’ Assessment on

student engagement and technology integration in teaching social studies is a total of

thirty (30) items. The instrument will be divided into 2 parts. It contains checkbox

questions related to how wide the knowledge of the respondents in terms of Teachers’

Assessment Technology Integration in teaching social studies. Part one (1) will contain

checkbox questions related to respondents’ demographic profile that includes age, sex

and years in service. Part two (2) will ask the respondents how they used technology

integration in their content creation in teachings. And Part 3 will ask the respondents to

what extent is the perceived of teachers’ assessment on student engagement, the

respondents will respond to the questions using a 4-point Likert type scale ranging from

1-4.

Statistical Treatment of Data

For meaningful interpretation of data, the following statistical treatment will be

applied: The following are the statistical treatments to be use in the study.

1. Mean. This was applied to determine the responses of the teachers.

2. Standard Deviation. This measures the dispersion or variability of all

respondents replies in the indicators given in the variables from the mean, offering

insights into data spread.

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3. Person’s Correlation Coefficient. It will be used to know the strength and

direction of the relationship between the three variables, helping to understand

their correlation.

4. Percentage. It will be used in describing the demographic profile of the

respondents in terms of their sex.

BIBLIOGRAPHY
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Casañ-Pitarch, R., & Ángel Candel-Mora, M. (2021). Developing language, content, and

digitalcompetence through international telecollaborative project work. Teaching English

withTechnology, 21(1), 26–47. Retrieved 2021,

fromhttps://www.researchgate.net/publication/348678221

Cervantes, F. M. (2021, December 1). House Bill No. 10329, or the Public Schools of the

Future in Technology (PSOFT) Act. Philippine News Agency. Retrieved from

https://www.pna.gov.ph/articles/1161496

Durnali, M., & Ayyildiz, P. (2019). The relationship between faculty members’ job

satisfaction and perceptions of organizational politics. Participatory Educational Research

(PER), 6(2), 169-188.

Gunuc, S. (2017). Egitimde teknoloji entegrasyonunun kuramsal temelleri [Theoretical

foundations of technology integration in education]. Ankara: Ani Publishing.

Mollow, M. (2019). Google classroom – an innovative approach to a more efficient

organization of learning. Mathematics & Informatics, 62(5), 509–516.

Palak, D., & Walls, R. T. (2015). Teachers’ beliefs and technology practices: A mixed

methods study. Journal of Research on Technology in Education, 41(4), 417-441.

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Ross, S. M. (2020). Technology infusion in K-12 classrooms: A retrospective look at

threedecades of challenges and advancements in research and practice.

EducationalTechnology Research & Development, 68(5), 2003–2020.https://doi-

org.ezproxy.bethel.edu/10.1007/s11423-020-09756-7

Sims, C. (2017). Disruptive fixation: school reform and the pitfalls of techno-idealism.

PrincetonUniversity Press.

Thomas, D., & Brown, J. S. (2016). Yeni nesil ögrenme kulturu: Surekli degişen bir

dunya icin hayal gucu yetistirmek [A new generation learning culture: Developing

imagination for a constantly changing world]. (H. Uysal, Trans. Edt.). Ankara: Pegem

Akademi Publishing.

Yilmaz, A., & Aydin, S. (2019). Determination of quality standards for the content of

science education teacher training programs and the admission of students: The study of

scale development and application. Online Science Education Journal, 4(1), 44 – 65.

Zhai, X., Zhang, M., Li, M., & Zhang, X. (2019). Understanding the relationship between

levelsof mobile technology use in high school physics classrooms and the learning

outcome.British Journal of Educational Technology, 50(2), 750–766.https://doi-

org.ezproxy.bethel.edu/10.1111/bjet.12700
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APPENDICES
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REQUEST LETTER FOR VALIDATION OF

QUESTIONNAIRES
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QUESTIONNAIRE
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APPENDIX D
Teachers’ Assessment on Student Engagement and Technology Integration in
Teaching Social Studies
Name: (optional)

I.

1. Age

23 – 30 years old 31 - 35 years old

36 – 40 years old 41 years old and above

2. Gender

Female

Male

Other

3. Years in Service:

1–5 years 10 – 15 years

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5- 10 years 15 – 20 years and above

II. Direction: Indicate degree of agreement (using a score ranging from 1-4) to the
following statements.

4- Strongly Agree
3- Agree
2- Disagree
1– Strongly Disagree
I. 4 3 2 1
Multimedia Resources
As a teacher….

1 I believe that the use of Multimedia resources can

contribute to fostering a global perspective among students
in social studies
2 I believe incorporating documentaries in social studies
classes enhances students' understanding of historical
events.
3 I see value in utilizing online forums and discussion boards
to encourage students to critically analyze social issues in
the context of the curriculum.
4 I find that using interactive maps and virtual tours
positively impacts students' geographical knowledge in
social studies.
5 I think incorporating podcasts as a supplementary resource
enriches the audio learning experience in social studies
lessons.
6 I believe that integrating multimedia presentations into
lessons helps in making complex historical concepts more
accessible to students.
7 I am confident that using educational games and
simulations enhances students' engagement and
understanding in social studies.
8 I see the value in assigning video projects to students as a
creative way for them to demonstrate their understanding
of social studies topics.
9 I believe incorporating social media platforms can be an
effective way to connect students with real-world issues
relevant to social studies.
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10 I believe that Multimedia Resources multimedia resources

can contribute to fostering a global perspective among
students in social studies

Interactive Tools
As a teacher….
1 I believe using interactive tools in social studies fosters a
more inclusive learning environment, accommodating
diverse student needs.
2 I find that using online simulations and virtual field trips
effectively engages students in the study of historical
events.
3 I believe incorporating interactive maps and digital atlases
enhances students' understanding of geography in social
studies.
4 I consider interactive quizzes and polls beneficial for
gauging students' comprehension of social studies concepts.
5 I see value in integrating multimedia presentations as they
enrich students' learning experience in social studies.
6 I think incorporating online debates and discussions
enhances critical thinking skills in the context of social
studies.
7 I find that interactive storytelling and role-playing activities
effectively immerse students in historical narratives.
8 I believe utilizing social media platforms can facilitate
broader discussions on contemporary social issues within
the social studies curriculum.
9 I consider incorporating interactive case studies valuable
for applying theoretical concepts to real-world social
studies scenarios.
10 I believe employing interactive simulations of civic
processes can deepen students' understanding of
government and politics in social studies.

Collaborative Projects
As a teacher….
1 I’ll be able to provide explicit guidance on group
dynamics and collaboration skills before assigning
collaborative projects in social studies.
2 I believe implementing group research projects
enhances students' understanding of historical events.
3 I find that collaborative map-making exercises
effectively engage students in learning geography.
4 I think incorporating role-playing activities in class
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improves students' grasp of societal structures.

5 I feel that assigning group debates helps students
develop critical thinking skills in social studies.
6 I believe cooperative learning through community
interviews enhances students' appreciation of local
history.
7 I believe that assigning group projects is an effective
way to address different learning styles and abilities in
social studies.
8 I am convinced that collaborative storytelling projects
contribute to students' understanding of historical
narratives.
9 I think implementing group projects on economic
systems enhances students' comprehension of societal
structures.
10 I believe that assigning collaborative case studies
deepens students' understanding of social issues.
Peer Interaction
As a teacher….
1 I actively seek input from peers are more likely to
address challenges and find solutions in social studies
classrooms.
2 I find that incorporating peer-led discussions enhances
students' critical thinking skills in the context of social
studies.
3 I think encouraging students to work together on
research assignments promotes a deeper understanding
of social studies concepts
4 I support the idea that occasional peer assessments
contribute to a more inclusive and supportive social
studies classroom environment
5 I am inclined to involve students in cooperative
learning activities to strengthen their interpersonal
skills within the real of social studies.
6 I agree that organizing debates among students is an
effective method for encouraging them to articulate and
defend their viewpoints in social studies.
7 I endorse the use of peer review sessions to enhance the
quality of students' written assignments in social
studies.
8 I support the idea that fostering a sense of social
responsibility through group projects is a key aspect of
teaching social studies.
9 I believe peer tutoring can be a valuable strategy for
reinforcing social studies content and improving overall
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comprehension.
10 I am of the opinion that collaborative problem-solving
tasks positively impact students' ability to apply social
studies knowledge in real-world scenarios.
Personal Motivation
As a teacher….
1 I find personal satisfaction in sparking curiosity about
historical events and cultures among my students
2 I am committed to fostering a classroom environment
that promotes open dialogue and respectful discussions
on social issues.
3 I actively seek out and build supportive professional
networks are more likely to sustain high levels of
motivation in social studies education.
4 I always view challenges as opportunities for growth
are more likely to maintain high levels of personal
motivation in social studies education.
5 I enjoy adapting my teaching methods to incorporate
real-world examples and current events in social studies
lessons.
6 I believe that my role as a social studies teacher is to
inspire critical thinking and encourage diverse
perspectives in the classroom.
7 I see the value in connecting historical content to
students' personal experiences to make the subject
matter more relatable
8 I believe that cultivating empathy and cultural
awareness is an essential aspect of social studies
education
9 I feel a sense of accomplishment when I see my
students actively engaging with and applying social
studies concepts outside of the classroom.
10 I am motivated to continuously improve my teaching
strategies to better meet the diverse learning needs of
my students
Extracurricular Activities
As a teacher….
1 I Incorporate real-world examples and current events
related to social studies in my extracurricular activities.
2 I encourage students to open discussions and debates
on social studies topics during extracurricular activities.
3 I frequently do organize field trips or guest speaker
sessions related to social studies in our extracurricular
programs.
4 I often use multimedia resources, such as videos,
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documentaries, or interactive presentations, to enhance

social studies learning.
5 I involve students in decision-making processes for
selecting social studies topics or planning
extracurricular activities.
6 I frequently incorporate project-based learning or
hands-on activities related to social studies in my
extracurricular programs.
7 I regularly assess student understanding through
interactive, games, competitions within the context of
social studies in extracurricular activities.
8 I often do to connect historical events to current
societal issues to make the content more relevant for
my students.
9 I provide opportunities for students to showcase their
creativity through projects or presentations related to
social studies in extracurricular settings.
10 I frequently invite parents or community members to
participate in on contribute to social studies-focused
extracurricular activities.
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CURRICULUM VITAE
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Abegail P. Bauzon
Zone 6 Berinayan, Laurel, Batangas
Contact No# 09938955752
abegailbauzon7@gmail.com

EDUCATIONAL ATTAINMENT

PRIMARY LEVEL
Payas Elementary School

2006-2013

Payas Sta. Barbara Pangasinan

SECONDARY LEVEL
Lokeb Norte National high School

2015-2019

Lokeb Norte Malasiqui Pangasinan

SENIOR HIGH SCHOOL

Placido T. Amo Senior High School
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2019 – 2021

Bugaan East, Laurel Batangas

PERSONAL DATA

Age : 20

Sex : Female

Birth Date : May 10, 2003

Birth Place : Lokeb Norte Malasiqui Pangasinan

Citizen : Filipino

Religion : Iglesia Ni Cristo

Civil Status : Single

Height : 5’1

Weight : 60

CHARACTER REFERENCE

Mrs. Ruby Bauzon

09460537808
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Purok 6, Berinayan laurel Batangas

Mr. Oliver Gulla

0909955669114
Purok 6, Berinayan laurel Batangas

I hereby certify that the above of all information is true and correct to the best of my
knowledge and belief. And any false statements or misinterpretations shall be
grounded for the denial of this application.

Abegail Bauzon

Signature Over Printed Name

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Russel Angel S. Benaid

Zone 1A, Buso-buso, Laurel, Batangas
Contact No# 09815686448
benaidangel55@gmail.com

EDUCATIONAL ATTAINMENT

PRIMARY LEVEL
Buso-Buso Elementary School

2006-2013

Buso-Buso Laurel Batangas

SECONDARY LEVEL
Wenceslao Trinidad Memorial National High School

2015-2019

E. Caray St. Poblacion 1, Laurel, Batangas

SENIOR HIGH SCHOOL

Placido T. Amo Senior High School

2019 – 2021

Bugaan East, Laurel, Batangas

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PERSONAL DATA

Age : 21

Sex : Female

Birth Date : August 31, 2002

Birth Place : Calabanga, Camarines Sur

Citizen : Filipino

Religion : Roman Catholic

Civil Status : Single

Height : 4’9

Weight : 50

CHARACTER REFERENCE

Mrs. Rowena P. Ayenza

093056626441
Zone 1A, Buso-Buso, Laurel, Batanags

Mr. Ramon Benaid

093056626441
Zone 1A, Buso-Buso, Laurel, Batangas
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I hereby certify that the above of all information is true and correct to the best of
my knowledge and belief. And any false statements or misinterpretations shall be
grounded for the denial of this application.

RUSSEL ANGEL S.
BENAID

Signature Over Printed Nam

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