Situated cognition teaching approach as applied to grade 10 araling panlipunan class
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Thesis
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108
Abstract
This research was intended to test the effectiveness of situated cognition teaching as applied to grade 10 araling panlipunan class during the third quarter period,school year 2016-2017. The study was limited only on the application of Jean Lave's Situated Cognition Approach in teaching Araling Panlipunan Grade 10 students. The partificipants in this study were eighty (80) subjects who were chosen through convenient sampling. They were grade 10 students handled by the researcher during the third quarter of school year 2016-2017 at Mountain Heights High School in Division of Caloocan City. The instruments used were pretest and posttest which were validated by one expert and two master teachers of Araling Panlipunan 10 from different schools.
The statistical tools used to treat the data were mean score, paired t test, pearson r and Independent t-test. The research revealed that those students who were taught usingsituated cognition approach in Araling Panlipunan 10 had achieved higher gains of learning compared to those who were taight using the non- situated cognition approach in teaching the said subject.
The conclusion derived based from the result of the study were the following: First, both situated cognition approach and non-situated cognition approach in teaching Araling Panlipunan 10 improve the academic performance of the students. Second, Jean Lave's Situated Cognition Approach is effective in improving the performance of the students in Aralin Panlipunan 10. The Learning gain difference of 16.19 serves as a proof for this claim. Based on the findings, the researcher drew the following recommendations. First, teachers who are teaching Araling Panlipunan 10 should aopt Jean Lave's Situated Cognitin approach to help the students improve their performance in class. Second, teachers should adopt collaborative activities so that the learners are given the chance to develop not only their academic performance but also their self-esteem in participating in the exchange of ideas. Lastly, to further verify the result of this research, a follow up research should be conducted in the future with larger students and in a different setting.
The statistical tools used to treat the data were mean score, paired t test, pearson r and Independent t-test. The research revealed that those students who were taught usingsituated cognition approach in Araling Panlipunan 10 had achieved higher gains of learning compared to those who were taight using the non- situated cognition approach in teaching the said subject.
The conclusion derived based from the result of the study were the following: First, both situated cognition approach and non-situated cognition approach in teaching Araling Panlipunan 10 improve the academic performance of the students. Second, Jean Lave's Situated Cognition Approach is effective in improving the performance of the students in Aralin Panlipunan 10. The Learning gain difference of 16.19 serves as a proof for this claim. Based on the findings, the researcher drew the following recommendations. First, teachers who are teaching Araling Panlipunan 10 should aopt Jean Lave's Situated Cognitin approach to help the students improve their performance in class. Second, teachers should adopt collaborative activities so that the learners are given the chance to develop not only their academic performance but also their self-esteem in participating in the exchange of ideas. Lastly, to further verify the result of this research, a follow up research should be conducted in the future with larger students and in a different setting.
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