Document-based approach is characterized by the use of primary or secondary documents that includes an overarching investigative question that the student must answer through analysis of the documents included. The paper is an experimental study that aims to venture out a new way of teaching Social Studies by using a document-based approach to find out the effectiveness of this strategy for both students and teachers. Two outcomes were tested: student’s learning and effective teaching strategy. In obtaining the data, the researcher used One-Group Pre-Test-Post-Test-Design under pre-experimental design. One class of Grade 12 HUMSS students in STI College Novaliches were purposely selected for this research. The study was implemented over a three-day instructional period during a 60-minute block of Social Studies instruction. Two different instruments were designed to test the hypothesis and measure the effectivity of document-based approach for both students and teachers. For the students, the data were analyzed using their scores from a self-designed test under document-based approach. For the teachers, a self-designed Likert Scale was designed to evaluate the effectiveness and acceptability rate of document-based education in Senior High School students. The results of the study showed a significant difference in teaching and learning Social Studies. Thus, the use of document-based approach will be of great help to teachers and students for teaching and learning. This research will contribute in making Social Studies practical and memorable for all students.
Joan Doctor, De La Salle University, Philippines
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
This paper is part of the SEACE2020 Conference Proceedings (View)
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