1

CHAPTER 1

INTRODUCTION

Background of the Study

Education nowadays has become a prominent thing as it involves

most people to take part in this matter. In addition, it cannot be separated

from human life. It is the only bridge that leads people to better futures and

plays an important role in the development of a country. The better the

quality of education that a country has, the faster it is likely to develop. No

matter what global problems a country is facing, the solutions will always

include education. It is never done without education. Most people agree that

education is very important in their lives. Many people compete to get a

better education. Nowadays, most students tend to focus only on their goals,

whether passing a test, graduating, or getting a job that they want. They will

do whatever it takes to achieve their goals quickly. However, they do not

learn what they are supposed to learn (Johan and Harlan, 2014).

In the K-12 Basic Education Curriculum, it is one of the core subjects

at the Grade 12 level. As stated in the K-12 Understanding Culture, Society

and Politics Curriculum Guide (2013), this subject uses insights from

Anthropology, Political Science, and Sociology to develop student's

awareness of cultural, social, and political dynamics, and sensitivity to

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cultural diversity; provide them with an understanding of how culture,

human agency, society and politics work; and engage them in the

examination of the country’s current human development goals. At the end

of the course, students should acquire ideas about human cultures, human

agency, society, and politics; recognize cultural relativism and social

inclusiveness to overcome prejudices; and develop the social and cultural

competence to guide their interactions with groups, communities, networks,

and institutions.

However, the pandemic affected students learning especially in the

country. As discussed by Pe Dangle and Sumaoang (2020), this pandemic

has paved the way for the implementation of Modular Distance Learning as

an urgent response to ensure continuity of education. The Philippines is in

the process of adapting to the new normal form of education at present, and

continuous innovations of educators and the active involvement of other

stakeholders are the driving force for its success. The use of modules

encourages independent study. One of the benefits of using modules for

instruction is the acquisition of better self-study or learning skills among

students. However, various problems emerged in the implementation of

Modular Distance Learning. Based on the study conducted by Pe Dangle and

Sumaoang in the year 2020, it was revealed that most students cannot study
 3

independently. 70% of them cannot easily follow instructions in the

modules. The great number of activities in each module is one of the main

concerns. One of the concerns of the students is that they do not have

enough time to answer all the modules within a week. Some parents have

difficulty understanding and answering the modules of their child/children.

Some said that they do not have enough time to guide their kids due to work

and other responsibilities. Some modules do not have clear instructions and

explanations so students have a hard time answering them. The pictures in

the modules are not clear and the provided answer lines are too short. The

modules have a lot of exercises, and the students lack motivation and focus.

These situations were likewise the concern of the Grade 12 students,

parents, and teachers in three (3) secondary schools of Buraue, Leyte. These

resulted in no mastery of some competencies, particularly in Understanding

Culture, Society, and Politics subject. At the end of every quarter, the

teachers were told to submit the least competencies of their subjects taught.

The teachers' bases for considering a competency as least learned were the

students' outputs and performance tasks under blended learning. If the

majority of the students were not able to answer and perform the given tasks,

especially in their modules, then the competencies and lessons modules were

considered least learned. During the final District Monitoring, Evaluation,

 4

and Adjustment conducted by the three (3) secondary schools of Burauen,

Leyte last academic year 2021-2022, it was presented that there were seven

(7) least learned competencies out of twelve (12) competencies included in

the Most Essential Learning Competencies for Understanding Culture,

Society, and Politics. This implied that the Grade 12 students from the three

secondary schools in Burauen, Leyte have not mastered all the competencies

in the subject. Insufficient teaching and learning materials in the subject,

poor study habits of the students, students learning conditions, and the

instructional and learning modality due to the pandemic contributed to the

poor performance of the Grade 12 students in the subject.

It is on this premise that the researcher will like to conduct this study

entitled “Worktexts in Understanding Culture, Society, and Politics for

Grade 12: A Seamless Learning Paradigm”. Since there are only twelve (12)

competencies in the subject, the researcher aims to develop an output that

will cover not only the least learned competencies but all of the twelve (12)

competencies in the subject. This will serve as a new and modern

intervention and innovation useful in the teaching-learning process. This will

help the Grade 12 students develop the necessary competencies, achieve a

higher level of learning, and become competent Senior High School

graduates.
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Worktexts are an important tool in the process of learning. Worktexts

not only enhance the knowledge, thinking skills, and communicative

competence of the learners but enable them to achieve the learning

objectives effectively and interestingly. Usually comprising both instruction

and practice, that is offering both drill and review; also known as

workbooks. Nowadays, not all higher schools are requiring students or even

encouraging the use of worktext that will be an aid to help students do their

studying not only in school but also in their own homes. Better quality

worktexts include problem-solving items that encourage higher-level

thinking (Salavaria, 2014).

Furthermore, Cruz (2011) viewed that worktexts provide important

information and showcase vivid illustrations for easy-to-understand concepts

and are designed to supplement and suggest uniformity of instructions. In

consonance with this idea of Cruz, conducting this study will pave the way

for the development of additional material useful in the subject because

teaching and learning materials are one of the concerns of both the Grade 12

teachers and students of Burauen, Leyte.

In recent years, a new concept called seamless learning has appeared.

This concept depends on the premise that learning should be maintained

without interruption in different environments. Seamless learning is also

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important not only for meeting the expectations of the new generation whose

lifestyles and learning needs are different but also for supporting the new

paradigms (Durak and Çankaya, 2018).

Based on the different perspectives cited by Sharples (2015), seamless

learning can be defined as a continuity of the learning experience across

contexts. This is best seen as an aspiration rather than a bundle of activities,

technologies, and resources. What were previously distinct experiences of

learning (in-class and out-of-class; academic and non-academic; curricular

and co-curricular; on-campus and off-campus) should be bound together to

appear continuous. This learning may be intentional, such as when a teacher-

led learning activity starts in a classroom, then continues as homework. It

can also be accidental, for example when an interesting piece of information

from a newspaper or television program sets off a learning journey that leads

to exploration, discussion, or formal learning. Although the learner may be

aware of the context at any point in this journey and may benefit from

contextual resources, the overall experience is of abstracting from specific

times and locations. At its most successful, a learner may be able to

experience a flow state of continual engagement with a topic regardless of

the passing time and changing surroundings. This relates to the notion of

autotelic (or self-motivating) learning in which the learner has an intrinsic

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desire to continue learning, such that the process of finding out is its own

reward and the learner is motivated to accrete knowledge by exploring

immediate ideas and surroundings. “The most important attitude that can be

formed is that of the desire to go on learning”.

Sharples (2015) personally viewed seamless learning is an aspiration

that aims to remove the seams which hinder the permanency of learning.

Seamless learning may be intentional or unintentional. For example, a

learning activity can start in a classroom and continue at home as homework,

or an unintentional discussion among students in a forum on the internet or

on mobile phones can lead to a deep understanding of the topic learned in

the classroom. In seamless learning, Wong and Looi (2011), learners are not

expected to be in a constant process of learning. In seamless learning, the

goal is to support and empower learners in terms of learning when they meet

a stimulus in any place or at any time.

Meanwhile, the learning paradigm emphasizes students’ active role in

learning and the purpose of that learning, which can be strong motivators for

students. The challenge for teachers is to cede some control of learning to

the students. In courses that embrace the learning paradigm, the teachers’

role is to guide students in the right direction rather than simply delivering

the content. A good way to introduce students to the Learning Paradigm is to

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ask them about their goals and expectations. With the wealth of resources

available, the teacher is no longer the only source of knowledge. Rather than

feeling responsible for delivering material, teachers need to be responsible

for monitoring students’ progress, giving feedback, and intervening when

the students have problems (Bart, 2015).

In the quest for developing intervention material and employing a

suitable approach to teaching, this study will conform with Deped’s goal and

objective in terms of developing innovations to improve students learning

and academic performance. This study will serve as material useful for

effective instruction and fruitful learning of the students. This will

supplement the material the teachers and students currently using in the field

which received enormous negative feedback from the parents and the

students. With the ideas presented conducting this study will develop

student-centered learning material and strategies useful in developing

lifelong learning of the students, especially in the subject that has direct

connections to students everyday living.

The different ideas cited above shed light on the nature, benefits, and

relevance of conducting this study. From the different perspectives gathered,

the researcher gained enough knowledge on how this study will be helpful

for both the teachers and the students to improve instruction and learning of
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the Grade 12 students in Understanding Culture, Society, and Politics

subject. Hence, this study will be conducted.

Statement of the Problem

The main objective of this study is to develop Worktexts in

Understanding Culture, Society, and Politics for Grade 12: A Seamless

Learning Paradigm.

Specifically, this study seeks to answer the following questions:

1. What is the proficiency level of the Grade 12 students in

Understanding Culture, Society, and Politics?

2. To what extent are the following competencies in

Understanding Culture, Society, and Politics for Grade 12 developed among

the Grade 12 students?

2.1 Discuss the nature, goals, and perspectives in/of

anthropology, sociology, and political science.

2.2 Analyze the concept, aspects, and changes in/of culture

and society.

2.3 Explain the importance of cultural relativism in attaining

cultural understanding.

2.4 Analyze the significance of cultural, social, political and

economic symbols and practices.

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2.5 Explain the context, content, processes, and

consequences of socialization.

2.6 Analyze the forms and functions of social organizations.

2.7 Explain the forms and functions of state and non-state

institutions.

2.8 Examine the functions and importance of education in

society.

2.9 Examine the concept, characteristics, and forms of

stratification systems using sociological perspectives.

2.10 Explain government programs and initiatives in

addressing social inequalities e.g. local, national, and global.

2.11 Suggest ways to address social inequalities (local,

national and global).

2.12 Examine human responses to emerging challenges in

contemporary societies.

3. To what extent are the following identified instructional

materials used by the teachers in teaching Understanding Culture, Society,

and Politics for Grade 12?

3.1 Modules

3.2 Textbooks
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3.3 Video-based lessons

3.4 Learning Activity Sheets

3.5 Multimedia (PowerPoint, projector, TV, laptop)

3.6 Handouts

3.7 Worktexts

3.8 Others, please specify

4. To what extent are the following identified teaching approaches

utilized by the teachers in teaching Understanding Culture, Society, and

Politics for Grade 12?

4.1 Modular Distance Learning Approach

4.2 Blended Learning Approach

4.3 Video-based Learning Approach

4.4 Seamless Learning Approach

4.5 Others, please specify

5. To what extent are the following problems met by teachers in

teaching Understanding Culture, Society, and Politics for Grade 12?

5.1 Insufficient teaching and learning materials in

Understanding Culture, Society, and Politics for Grade 12.

5.2 Poor study habits of the Grade 12 students.

5.3 Poor internet access for searching related concepts

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5.4 Lack of in-service training for the teachers on

methodologies and strategies in teaching the subject.

5.5 Unavailability of multimedia

5.6 Instructional and Learning modality during this pandemic

5.7 Others, please specify

6. What worktexts in Understanding Culture, Society, and

Politics for Grade 12: A Seamless Learning Paradigm may be developed

based on the findings of the study?

Theoretical Framework of the Study

This study is anchored on the following learning theories:

Seamless Learning Theory. The theoretical background of seamless

learning is marked by the continuity of learning experiences across different

scenarios or contexts. The challenge is to enable learners to learn whatever

they are curious about and to seamlessly switch between different contexts,

such as between formal and informal contexts, between individual and social

learning. It bridges private and public learning spaces where learning

happens through both individual and collective efforts, and across time and

different contexts such as in-school vs after-school, formal vs informal

learning, physical world vs. virtual reality, or cyberspace (Looi, 2012).

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Mastery Learning Theory. Mastery learning is the transformational

education innovation of our time. At its core, mastery learning enables

students to move forward at their own pace as they master knowledge, skills,

and dispositions. Effective implementation at scale will completely change

how students learn, how teachers teach, and how schools work. Five key

elements need to be present for mastery learning to occur at scale: (1)

Specific, clear, demonstrable learning objectives. We must be clear about

what we want students to know and be able to do when learning has

successfully occurred; (2) Clear mastery thresholds for each learning

objective. Students and educators need to know exactly what mastery means

and how we know when the student is ready to move on to the next learning

objective; (3) Clear processes for students to demonstrate mastery. The

processes must be fully scalable: for every student and for every learning

objective. This also works to ensure equitable access for all learners; (4)

Clear processes for teachers to assess mastery. These processes must also be

fully scalable so it is feasible for teachers to assess mastery for every student

and every learning objective; and (5) A system to effectively organize and

display the data about mastery-based student learning progress (Ellis, 2019).

Action-based Learning Theory. Refers to all learning that is

orchestrated by some activity on the part of learners. These activities can

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take the form of motor or psychomotor actions, and occur in a variety of

contexts including “individualized self-paced,” and “cooperative or

collaborative group-based” educational settings. In an individualized self-

paced educational context, a learner could be acting alone and at their own

pace, interacting with learning resources, creating objects, or solving

problems. In group-based educational settings, learners could be working

together cooperatively (i.e., working on different activities toward the

achievement of a common goal), or working collaboratively (Naidu and

Bedgood, 2012).

Theory of Learning Paradigm. The learning paradigm should aim

ultimately to provide students with a sufficient grasp of concepts, principles,

or skills so that they can apply them to new problems and situations. This

involves the mastery of functional, knowledge-based intellectual

frameworks rather than the short-term retention of fractionated, contextual

cues. Knowledge exists in each person’s mind and is shaped by individual

experience. Learning environments and learning are cooperative,

collaborative, and supportive. In the Learning Paradigm, the purpose is not

to transfer knowledge but to create environments and experiences that bring

students to discover and construct knowledge for themselves, to make

students members of communities of learners that make discoveries and

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solve problems, and to recognize that the chief agent in the process is the

learner. Learning Paradigm views faculty/teachers as primarily the designers

of learning environments; they study and apply the best methods for

producing learning and student success. The learning paradigm views the

teacher as a coach, rather than a sage on a stage. As a coach, not only he/she

designs game plans but also creates new and better "games," ones that

generate more and better learning (Karim, 2011).

Theory of Learning Design. One of the theories cited in the paper by

Joan (2013) is the theory of learning design, which is defined as the

description of the teaching-learning process that takes place in a unit of

learning (e.g., a course, a lesson, or any other designed learning event). The

key principle in learning design is that it represents the learning activities

and the support activities that are performed by different persons (learners,

teachers) in the context of a unit of learning.

Individualized Learning Theory. Bray & McClaskey (2012)

claimed that in individualized learning, instruction is paced to the learning

needs of different learners. Learning goals are the same for all learners, but

they can progress through the material at different speeds according to their

learning needs. Individualized learning highlighted some evidence of profits

to learners not only in facilitating learner-centered education and can be used

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with all levels of learners but also improving motivation and better

confidence. Learners can arrange their learning schedule and follow their

own learning pace. Lesson content, teaching method, and learning pace are

determined by the abilities, interests, and needs of each learner.

All the theories presented have provided the researcher with insights

and knowledge to generate implications for the development of Worktexts in

Understanding Culture, Society, and Politics for Grade 12: A Seamless

Learning Paradigm. These theories strengthened the foundation of this study.

Based on the cited ideas, the development of this study will be helpful both

for the teachers in giving quality basic education and for the students in

mastering all the lessons necessary for developing lifelong learning.

Conceptual Framework

A conceptual framework illustrates what you expect to find through

your research. It defines the relevant variables for your study and maps out

how they might relate to each other. Variables are simply the characteristics

or properties that you want to study. The conceptual framework will map the

expected relationship between them (Swaen, 2020).

For the conceptual framework, this study will employ the IPO model,

or Input, Process, and Output model.

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Input. This includes the proficiency level of Grade 12 students in

English, extent to which the least learned competencies in Understanding

Culture, Society, and Politics are developed among the Grade 12 students,

extent to which the identified instructional materials are used by the teachers

in teaching Understanding Culture, Society, and Politics for Grade 12,

extent to which the identified teaching approaches are utilized by the

teachers in teaching Understanding Culture, Society, and Politics for Grade

12, and the extent to which the problems are met by the teachers in teaching

Understanding Culture, Society, and Politics for Grade 12.

Process. This includes the operational process of acquiring answers

based on the statement of the problem stated like determining the

proficiency level of the Grade 12 students in Understanding Culture,

Society, and Politics, determining the extent to which the least learned

competencies in Understanding Culture, Society, and Politics are developed

among the Grade 12 students, determining the extent to which the identified

instructional materials are used by the teachers in teaching Understanding

Culture, Society, and Politics for Grade 12, determining the extent to which

the identified teaching approaches are utilized by the teachers in teaching

Understanding Culture, Society, and Politics for Grade 12, and determining
 18

the extent to which the problems are met by teachers in teaching

Understanding Culture, Society, and Politics for Grade 12.

Output. This is the outcome of the study. The information gathered

will be used to develop Worktexts in Understanding Culture, Society, and

Politics for Grade 12: A Seamless Learning Paradigm. It will be composed

of twelve (12) worktexts for seamless learning with different activities that

focus on the development of the identified least learned competencies in the

subject. These materials maybe used by the teachers for instruction and the

students for learning especially on topics that are difficult for them to learn.

The contents are in line with Most Essential Learning Competencies in W

Understanding Culture, Society, and Politics for Grade 12. These may be

used for diverse types of learners and learning situations and learning in

learning additional concepts of their own ways and choices.

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INPUT PROCESS OUTPUT

Proficiency level of the Determining the

Grade 12 students in proficiency level of the
Understanding Culture, Grade 12 students in
Society, and Politics. Understanding Culture,
Society, and Politics.

Extent to which the Determine the extent to

least learned which the least learned
competencies in competencies in
Understanding Understanding Culture,
Culture, Society, and Society, and Politics are Worktexts
Politics are developed developed among the
among the Grade 12 Grade 12 students. in
students.
Understanding
Determining the extent Culture,
Extent to which the
instructional materials to which the Society,
are used by the teachers instructional materials
in teaching are used by the teachers and
Understanding Culture, in teaching
Society, and Politics for Understanding Politics
Grade 12. Culture, Society, and
for
Politics for Grade 12.
Grade 12:
Extent to which the Determining the extent
teaching approaches are A
to which the teaching
utilized by the teachers approaches are utilized Seamless
in teaching by the teachers in
Understanding Culture, teaching Learning
Society, and Politics for Understanding Culture,
Grade 12. Society, and Politics Paradigm
for Grade 12

Extent to which the Determining the extent

problems are met by to which the problems
the teachers in teaching are met by the teachers
Understanding in teaching
Culture, Society, and Understanding Culture,
Politics for Grade 12. Society, and Politics for
Grade 12.
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Figure 1. The Conceptual Framework of the Study

Significance of the Study

This study will focus on the development of Worktexts in

Understanding Culture, Society, and Politics for Grade 12: A Seamless

Learning Paradigm.

Specifically, this study will be beneficial to the following:

Students. The materials that will be developed in this study will

serve as an additional learning tool in learning all the concepts in

Understanding Culture, Society, and Politics in school or even after school.

Guided by the ideas of seamless learning students may continue to develop

learning on the lessons prepared by their teachers using the materials

developed herein. Through answering different activities aligned with the

competencies and lessons included in the output to be developed herein they

will master the lessons considered difficult for them to learn with mastery.

They may use the material in learning based on their own choice. This will

give options to the students in the learning process depending on their

situation and learning condition. Since the activities are MELC-based, they

will acquire the most valuable learnings they need to master. This will help

them achieve a higher proficiency level in Understanding Culture, Society,

 21

and Politics subject. Engaging with the materials will ensure higher retention

of information and develop lifelong learning.

Teachers. This will serve as additional learning materials to be used

for instructional delivery, especially on the topics in Understanding Culture,

Society, and Politics. Likewise, this will serve as a guide or reference in

designing strategies for teaching the lessons included in the output to be

developed. This will be useful intervention material for the students who

struggle in learning concepts that are difficult for them to master. Teachers

may use the materials which will be developed herein for enrichment,

reinforcement, or remedial purposes. They will be acquainted with using

different approaches in teaching the subject. Versatility, flexibility, and

innovativeness of the teachers will be developed as they use these new

materials and approaches to teaching.

Researchers. The findings of this study will enlighten the researchers

about the nature, content, and significance of this Worktexts in

Understanding Culture, Society, and Politics for Grade 12: A Seamless

Learning Paradigm. In searching for appropriate innovations to improve

instruction, they may use this study as a guide or reference. Likewise, they

may use this in searching related literature or may be used as one of their

related studies in conceptualizing a study parallel to this.

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Scope and Delimitation of the Study

This study will focus on the development of Worktexts in

Understanding Culture, Society, and Politics for Grade 12: A Seamless

Learning Paradigm.

Variables in this study which will be given emphasis are the

proficiency level of the Grade 12 students in Understanding Culture,

Society, and Politics, extent to which least learned competencies in

Understanding Culture, Society, and Politics are developed among Grade 12

students, extent to which the identified instructional materials are used by

teachers in teaching Understanding Culture, Society, and Politics for Grade

12, extent to which the teaching approaches are utilized by teachers in

teaching Understanding Culture, Society, and Politics for Grade 12, and the

extent to which the problems are met by the teachers in teaching

Understanding Culture, Society, and Politics for Grade 12.

This study will include all the eight hundred ninety-three (893)

officially enrolled Grade 12 students and five (5) Grade 12 teachers teaching

Understanding Culture, Society, and Politics subject in the three (3) public
 23

secondary schools of Burauen, Division of Leyte for the academic year

2022-2023.

The researcher will utilize a descriptive research method using a

survey questionnaire for teacher respondents and a teacher-made proficiency

test for student respondents to describe the parameters among the variables

in this study.

Definition of Terms

Different terms are conceptually and operationally defined to give a

clear and better understanding of the different terms used in the study.

Formal Learning. Is defined as learning that happens at a fixed time

following predefined curricula or plans (Looi, 2012).

In this study, the term refers to the learning process that happens at

school.

Informal Learning. Means a mode of learning driven by self-interest

outside of the school environment, and is emergent in nature (Looi, 2012).

In this study, the term refers to the learning process that happens

outside schools or learning through experiences in real-life situations.

 24

Learning Paradigm. The learning paradigm emphasizes students’

active role in learning and the purpose of that learning, which can be strong

motivators for students (Bart, 2015).

In this study, the term refers to a learning design process that

emphasizes a student-centered teaching-learning process.

Least Learned Competencies. Also known as least mastered

learning competencies. These refer to the different learning competencies

per learning area that were identified to have not yet gained full proficiency

as a result of the test conducted (Regional Memorandum No. 144, s. 2021).

In this study, the term refers to the competencies in Understanding

Culture, Society, and Politics that were not mastered by the Grade 12

students based on the assessment conducted by the teachers' end of every

quarter.

Most Essential Learning Competencies. According to the

Department of Education (2020), Most Essential Learning Competencies

(MELCs) are defined as what the students need, and considered

indispensable, in the teaching-learning process to building skills to equip

learners for subsequent grade levels and subsequently, for lifelong learning.
 25

In this study, the term refers to the desired learning competencies in

Understanding Culture, Society, and Politics that need to be mastered by

Grade 12 students.

Proficiency Level. The term refers to the ranking of the ability or

experience of a resource to operate within a certain competency or to

perform a particular skill (K to 12 Curriculum Guide, 2016).

In this study, the term refers to the level of knowledge or skills and

understanding gained by the Grade 12 students in Understanding Culture,

Society, and Politics based on the results of the test conducted using the

teacher-made proficiency test.

Seamless Learning. According to Sharples (2015), seamless learning

can be defined as a continuity of the learning experience across contexts.

In this study, the term refers to the continuation of learning acquired

in the classroom under different conditions and by any means based on

students' choices that would develop authentic and lifelong learning.

Worktexts. A worktext as instructional material is an important tool

in the process of learning. It does not only enhance the knowledge, thinking

skills, and communicative competence of the learners but enables them to

 26

achieve the learning objectives effectively and interestingly (Salavaria,

2014).

In this study, the term refers to another type of manual useful in the

teaching-learning process which provides the students to explore the

materials to develop learning.

ENDNOTES

Bart, M. (2015). The Learning Paradigm in Online Courses. Faculty Focus,

Higher Ed Teaching & Learning. Retrieved from https://www.faculty
focus.com/articles/online-education/online-assessment-grading-and-
feedback/the-learning-paradigm-in-online-courses/.

Learning paradigm emphasizes students’ active role in learning and

the purpose of that learning, which can be strong motivators for
students.

Bray, B., &McClaskey, K. (2012). Personalization vs Differentiation vs.

Individualization. Dostopnona:http://education. ky.gov/school/innov/
Documents/BB-KM-Personalizedlearningchart-2012. Pdf.

Cited ideas on individualized learning theory.

Cruz, E.D. (2011). Evaluation of Worktext in Mechanical Drafting. Asia

Pacific Journal of Multidisciplinary Research, Vol. 3, No. 4.

Worktexts are designed to supplement and suggest uniformity of

instructions.
 27

Department of Education (2020). Guidelines on the Use of the Most

Essential Learning Competences (MELCs). Retrieved from
https://commons. deped.gov.ph/MELCS-Guidelines.pdf.

Cited basic guidelines on the use of MELCs.

Durak, G. and Çankaya, S (2018). Seamless Learning: A Scoping

Systematic Review Study. Journal of Education and e-Learning
Research, 5(4): 225-234. Retrieved from
https://files.eric.ed.gov/fulltext/EJ120 0349.pdf.

Seamless learning is for supporting the new paradigms.

Ellis, S. (2019). Mastery Learning Theory. Retrieved from https://

www.getting smart. com/2019/08/28/ what- is- mastery-learning/.

Mastery learning enables students to move forward at their own pace

as they master knowledge, skills, and dispositions.

Joan, R. M.Ed. (2013). Flexible Learning As New Learning Design in

Classroom Process To Promote Quality Education. i-manager’s
Journal, Vol. 9, No. 1. Retrieved from https://files.eric.ed.gov/fulltext/
EJ1098325.pdf.

Discussed learning design theory.

Johan, R. and Harlan, J. (2014). Education Nowadays. International Journal

of Educational Science and Research (IJESR) ISSN(P): 2249-6947;
ISSN(E): 2249-8052, Vol. 4, Issue 5, 51-56, TJPRC Pvt. Ltd.
Retrieved from
https://www.researchgate.net/publication/274704027_EDUCATI
ON_NOWADAYS/link/591c4f8caca272bf75c90412/download.

Education is the only bridge that leads people to their better futures.
 28

K-12 Understanding Culture, Society and Politics Curriculum Guide (2013).

Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/
01/SHS-Core-Understanding-Culture-Society-and-Politics-CG.pdf.

The subject uses insights from Anthropology, Political Science, and

Sociology to develop students’ awareness of cultural, social and
political dynamics, and sensitivity to cultural diversity.

Karim, A. (2011). From Teaching to Learning Paradigm. Retrieved from

http://onestoplearning.blogspot.com/2011/01/from-teaching-to-lear-
ning-paradigm.html.

The learning paradigm should aim ultimately to provide students with

a sufficient grasp of concepts, principles, or skills so that they can
apply them to new problems and situations.

Looi, CK., So, HJ., Chen, W., Zhang, B., Wong, LH., Seow, P. (2012).
Seamless Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences
of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-
4419-1428-6_251. Retrieved from https://link.springer.com/reference
workentry/10.1007/978-1-4419-1428-6_251#citeas.
Cited ideas of seamless learning theory.

Naidu S., Bedgood D.R. (2012) Action-Based Learning. In: Seel N.M. (eds)
Encyclopedia of the Sciences of Learning. Springer, Boston, MA.
https://doi.org/10.1007/978-1-4419-1428-6_813. Retrieved from
https://link.springer.com/referenceworkentry/10.1007/978-1-4419-
1428-6_813.
Action-based learning theory refers to all learning that is orchestrated
by some activity on the part of learners.

Pe Dangle, Y.R. and Sumaoang, J.D. (2020). he Implementation of Modular

Distance Learning in the Philippine Secondary Public Schools. 3 rd
international Conference on Advanced Research in Teaching and
Education. Dublin, Republic of Ireland. Retrieved from https://www.
dpublication.com/wp-content/uploads/2020/11/27-427.pdf.
 29

Cited various problems emerged in the implementation of Modular

Distance Learning.

Regional Memorandum No. 144, s. 2021. Adoption of Strategies and

Processes in Curriculum and Learning Management as a Result of the
Regional Assessment Test. DepEd Cordillera Administrative Region.
Retrieved from https://www.depedcar. ph/sites/default/files/regional
Memos/rm_no._144_s._2021.pdf.
Least learned competencies are also known as least mastered learning
competencies.

Salavaria, F.A.C. (2014). Development and Validation of Worktexts in

Statistics. Published Master’s Thesis, Bataan Peninsula State
University, Balanga City, Bataan. Retrieved from
https://www.academia.edu/18673207/FINAL_MANUSCRIPT.
Cited ideas on worktexts.

Sharples, M. (2015) Seamless Learning Despite Context. In L-H Wong, M.

Milrad & M. Specht (eds.) Seamless Learning in the Age of Mobile
Connectivity. Singapore: Springer, pp. 41-55. Retrieved from :
https://www.researchgate.net/publication/283689863.

Cited ideas about seamless learning.

Swaen, B. (2020). Conceptual Framework. Retrieved from https://

www.scribbr.com/dissertation/conceptual-framework/.
The conceptual framework will map the expected relationship.

Wong, L.H. and C.K. Looi, 2011. What seams do we remove in mobile-
assisted seamless learning? A critical review of the literature.
Computers and Education, 57(4): 2364–2381.Available at:
http://doi.org/10.1016/j.compedu.2011.06.007.

In seamless learning, learners are not expected to be in a constant

process of learning.
 30

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

The overriding concern of this chapter is to provide a review of

related literature and studies as the foundation for the development of

Worktexts in Understanding Culture, Society, and Politics for Grade 12: A

Seamless Learning Paradigm. Reviewed were books, journals, master’s

theses, and internet sources.

Related Literature

Worktext plays a vital role in any classroom setting. Despite the

development of the new technologies that allow high-quality instructional

 31

materials, demand for textbooks or worktexts continues to grow. The era of

modern technology makes students more inquisitive and the acquisition of

new learning is high. The use of worktext in teaching helps the learners

develop a self-contained and independent unit of instruction. In this sense,

students can work at their own pace and time. On the other hand, the

emphasis of instruction on the part of a teacher is to develop the necessary

instructional materials to help the students develop their cognitive learning

skills. The most prevalent factors that facilitate or heighten classroom

interaction are the material availability and the adequacy of educational

materials, which would be effective, suitable, and adaptable to the nature of

the kind of students the teacher handles without prejudice (Esquerdo and

Ballado, 2021).

Seamless learning according to Chan et al. and Wong & Looi as cited

in the published paper of Mildrad and Sharples (2013), capture the

opportunities for supporting learning across a variety of contexts offered by

technological advancements in mobile computing and wireless

communication. These include learning outside the traditional classroom and

learning across formal and informal contexts. The exploration of new

physical contexts mediated by technologies certainly requires specific

considerations about technological affordances, but also about the social and
 32

pedagogical arrangements for the activities. Two main important features

characterize seamless learning; namely seamless adaptivity and seamless

connectivity. Seamless adaptivity implies that the technology adapts to the

learner without the learner being aware; for example, providing learning

content or services that are appropriate to the learner and settings (in the

learner’s language, at the right level of difficulty, providing appropriate help,

etc). Seamless connectivity enables the continuity of the learning experience

by maintaining the learning across devices and settings, enabling learners to

carry on where they left off and to easily re-establish a learning activity from

a previous time, by providing means to search back in time for learning

content or activity and then recall its context and connection.

Formal learning occurs in a classroom setting where learners learn

about a particular subject or topic as planned by teachers which are usually

driven by the need to cover a compulsory syllabus (Looi et al., 2016). They

also stated that informal learning occurs outside of the classroom such as at

home where learners experience learning in a more natural setting or

different contexts. Formal learning or in-class learning is often considered

the core setting for learning because it is mainly controlled and facilitated by

the teacher (Kapur, 2019). However, informal learning executed in a self-

directed learning situation is just as important in ensuring an effective

 33

learning experience (Ismail & Shafie, 2019). As mentioned by Boileau

(2017), learning that occurs based on prior experiences and knowledge will

enable learners to expand the knowledge that they are learning.

Manuti et al. (2015) stated that at any moment when learning occurs,

the elements of formal and informal learning are both presents. Thus, this

leads to a seamless learning situation where formal and informal learning is

bridged and seamlessly intertwined with one another. It is important to

recognize that seamless learning can take place in both formal and informal

classroom settings. However, according to Lewin & Cherania (2018), with

the support of the endless development of technology, learning can now be

carried out whenever learners are triggered to learn with the aid of mobile

devices at any time and location.

Seamless learning enables learners to connect their in-class experience

to out-of-class learning without any boundaries (Mouri et al., 2018; Hiew et

al.,2018). Amhag (2017) mentioned that seamless learning ensures that

learning time could be prolonged from formal to informal learning. This

means that although the class period may have ended due to time

constraints, learners can still easily continue their learning by accessing

additional information through their mobile devices from out of the

classroom. Access to the Internet and mobile devices allows learners to

 34

connect, share and discuss topics related to their learning anytime and

anywhere (Traxler, 2016).

According to Harris (2021), the Learning Paradigm state a particular

pattern on which something or someone learns. There are three basic types

of learning paradigms: a) Supervised learning; b) Unsupervised Learning;

and c) Reinforcement Learning.

The different ideas cited served as bases for the conduct of this study.

The researcher gained valuable insights on the importance and benefits of

Worktexts in Understanding Culture, Society, and Politics for Grade 12: A

Seamless Learning Paradigm. Based on the ideas presented the development

of this study will be useful in the teaching-learning process. This is helpful

for the teachers in delivering basic quality education and beneficial in

improving students' competence. This will help the students master all the

competencies in the subject. So they will be equipped with the necessary

skills and become competent students of the 21st century.

Related Studies

Various studies have been conducted which helped the core for the

development of this study.

 35

Krull (2017), conducted a study in “Supporting Seamless Learning:

Students’ Use of Multiple Devices in Open and Distance Learning

Universities”, aimed to determine how students move between technologies,

locations, and learning activities and the types of support they require. The

research uses the concept of seamless learning as a theoretical framework,

where students can continue their learning experiences across different

contexts. A case study approach was followed. Two ODL universities were

explored, Universitat Oberta de Catalunya in Spain and the University of

South Africa in South Africa. A mixed methods design was used with a

sequential explanatory strategy. Quantitative data (online surveys) was first

collected from undergraduate students in each case to identify the significant

variables and relationships. This data was analysed using descriptive,

correlation and regression analyses. This was followed by the collection of

qualitative data (semi-structured interviews) to build on the quantitative data

and to explain the relationships. This data was analyzed using a grounded

theory approach. The results indicate that students are using multiple devices

in multiple locations to perform different learning activities. Although

students make use of technologies in different ways (according to their

needs), some patterns emerged. The majority of students can move between

devices and contexts and continue their learning experiences seamlessly.

 36

However, this does mean there is a minority of students who cannot yet

learn seamlessly. These students may require additional levels of support.

These findings indicate that Online Distance Learning universities need to

refine their learning design and support services to better meet the needs of

students using multiple devices.

The study of Krull has similarities with the present study because both

studies emphasize seamless learning as a new paradigm useful in the

learning of the students and highlight its benefits to students learning.

However, the two studies differ in their nature, research design, respondents,

and locale of the study. The study of Krull was a dissertation, a mixed

methods design was used with a sequential explanatory strategy, and was

conducted to two Online Distance Learning universities at Universitat

Oberta de Catalunya in Spain and the University of South Africa in South

Africa, while the present study is a thesis, will employ descriptive research

design, and will be conducted to the Grade 12 students of Burauen, Leyte,

Philippines.

Capalar (2011) conducted a study entitled, “Worktext in Mathematics

for Grade III”. Results of his study showed performance of the Grade 3

students in Mathematics was poor. He developed a worktext in Mathematics

 37

for Grade 3 to enhance the least learned skills of the Grade 3 students of

Carigara II District.

The study of Capalar has similarities with the present study. Both

studies focused on developing intervention material to enhance the

competencies of the students and employed a descriptive research method.

However, the two studies differed in subject focus, respondents of the study,

the locale of the study, and the output developed. Capalar’s study was

focused on the Mathematics subject, conducted to the Grade 3 students of

Carigara II District and developed Worktext in Mathematics for Grade III as

an output of the study, while the present study will focus on Understanding

Culture, Society, and Politics subject, will be conducted to the Grade 12

students in Burauen, Leyte and will develop Worktexts in Understanding

Culture, Society, and Politics for Grade 12: A Seamless Learning Paradigm.

Edloy (2018) conducted a study, “Constructivist Learning

Compendium in Araling Panlipunan for Grade 7: An Instructional Design

Perspective. Her study revealed that the proficiency level of the Grade 7

students in Araling Panlipunan among the secondary schools in Area II-B,

Division of Leyte was “beginning level”. Twenty-eight least learned

competencies in the said subject were identified. She developed a

constructivist learning compendium, a series of activities used by the Grade

 38

7 students and Grade 7 Araling Panlipunan teachers in Area II-B. This

compendium aimed to develop the least learned competencies in the subject

and improved the proficiency level of the students.

The study of Edloy has similarities with the present study. Both

studies identified the least learned competencies in their respective subjects

and developed an output to improve the proficiency level of the students,

enhance students’ competence in the subject, and helped teachers in the

preparation of instructional materials. Both studies employed a descriptive

research method. However, the two studies differed in the nature of the

study, subject focus, respondents, locale of the study, and the output of the

study. The study of Edloy was a dissertation, focused on Araling Panlipunan

subjects, was conducted to the Grade 7 students in Area II-B, Division of

Leyte, and developed Constructivist Learning Compendium in Araling

Panlipunan for Grade 7: An Instructional Design Perspective as an output of

the study, while the present study is a thesis, will focus in Understanding

Culture, Society, and Politics, will be conducted Grade 12 students of

Burauen, Leyte, and will develop Worktexts in Understanding Culture,

Society, and Politics for Grade 12: A Seamless Learning Paradigm as an

output of the study.

 39

In the study of Caviero (2013) entitled “Self-Directed Instruction in

Araling Panlipunan for Fourth Year High School”, it was found that using

the self-directed activities in Araling Panlipunan made the teaching-learning

process meaningful and empowered the students in creating and developing

ideas by answering the learning activities prepared for them which resulted

to improvement on their academic performance.

The study of Caviero has similarities with the present study because

both studies dealt with the development of intervention material to enhance

students' interest in learning by giving them autonomy in answering the

materials developed, thus, helping them master the competencies and

improve their academic performance. Likewise, the two studies employed a

descriptive research method. Only Caviero’s study aimed toward the

development of Self-Directed Instruction in Araling Panlipunan for Fourth

Year High School students, while the present study will aim to develop

Worktexts in Understanding Culture, Society, and Politics for Grade 12: A

Seamless Learning Paradigms.

Dumaran (2013) conducted a study on “Self-Directed Enhancing

Package in Mathematics for Grade 2 Pupils.” This study was conducted in

Marabut District in Samar Division. Findings show that the achievement

level of the Grade 2 students was only nearing mastery which means that the
 40

skills in Mathematics need to be improved. Self-Directed Enhancing

Package was developed to enhance the achievement level of the Grade 2

students in Mathematics.

The study of Dumaran and the present study have similarities in the

sense that both studies employ a descriptive type of research. Likewise, both

studies develop an output helpful in improving students learning. However,

the two studies differ in subject area focus, respondents, the locale of the

study, and the output developed. The study of Dumaran focused on

Mathematics, was conducted to the Grade 2 students in Marabut, Samar, and

developed a Self-Directed Enhancing Package in Mathematics for Grade 2

Pupils as an output of the study, while the present study will focus in

Understanding Culture, Society, and Politics, will be conducted to the

Grade 12 students in Burauen, Leyte, and will develop Worktexts in

Understanding Culture, Society, and Politics for Grade 12: A Seamless

Learning Paradigm as an output of the study.

The different studies conducted implied that appropriate learning

materials are vital in the learning and development of students. Students'

academic performance can be improved by developing appropriate

intervention materials. The aforementioned studies conducted provided the

 41

researcher with basic information and knowledge on how material

development is important in the teaching-learning process.

ENDNOTES

Amhag, L. (2017). Mobile-Assisted Seamless Learning Activities in Higher

Distance Education. International Journal of Higher Education, 6, 70-
81. https://doi.org/10.5430/ijhe.v6n3p70.

Seamless learning ensures that learning time could be prolonged from

formal to informal learning
 42

Boileau, T. (2017). Informal Learning: Lifelong Learning in the 21st Centur.

Pensacola,FL: University of West Florida. Retrieved from
https://www.scirp.org/pdf/ce_2021062416031644.pdf.

Learning that occurs based on prior experiences and knowledge will

enable learners to expand the knowledge that they are learning.

Capalar, R.F. (2011). Worktext in Mathematics for Grade III. Unpublished

Master’s Thesis, Asian Development Foundation College, Tacloban
City.

Developed a worktext in Mathematics for Grade 3 to enhance the least

learned skills of the Grade 3 students in Carigara II District.

Caviero, M. A. (2013). Self-Directed Instruction in Araling Panlipunan for

Fourth Year High School. Unpublished Master’s Thesis, Asian
Development Foundation College, Tacloban City.

Conducted “Self-Directed Instruction in Araling Panlipunan for

Fourth Year High School” which resulted to improvement on their
academic performance.

Dumaran, M.A.T. (2013). Self-Directed Enhancing Package in Mathematics

for Grade 2 Pupils: Work Study Program. Unpublished Master’s
Thesis, Asian Development Foundation College.

Mathematics for Grade 2 as subject needs all of the self-correcting

motivational activities.

Edloy, M.L. (2018). Constructivist Learning Compendium in Araling

Panlipunan 7: An Instructional Design Perspective. Unpublished
Dissertation, Asian Development Foundation College, Tacloban City.

Developed learning compendium to be used by the Grade 7 students

and Grade 7 Araling Panlipuan teachers in Area II-B aimed to develop
the least learned competencies in the subject.
Esquerdo, I.E.and Ballado, R. S. (2021). Worktext in Precalculus:
Evaluation and Acceptability. Asian Journal of Education and Social
Studies. rticle no.AJESS.66418.
 43

DOI:10.9734/AJESS/2021/v16i230395. Retrieved from

https://journalajess.com/index.php/AJESS/article/view/30395/ 57002.

Worktext plays a vital role in any classroom setting.

Harris, D. (2021). Learning Paradigms in Machine Learning. Retrieved from

https://medium.datadriveninvestor.com/learning-paradigms-in-machi-
ne-learning-146ebf8b5943.

Cited three basic types of learning paradigm.

Ismail, I. S., & Shafie, N. H. (2019). English Informal Language Learning

through Social Networking Sites among Malaysian University
Students. Asian Journal of University Education, 15, 211-225.
https://doi.org/10.24191/ajue.v15i3.7800.

Informal learning executed in a self-directed learning situation is just

as important in ensuring an effective learning experience.

Krull, G.E. (2017). Supporting Seamless Learning: Students’ Use of

Multiple Devices in Open and Distance Learning Universities. e-
Learning Doctoral Programme Universitat Oberta de Catalunya.
Retrieved from https://core.ac.uk/download/pdf/147047349.pdf.

The majority of students can move between devices and contexts and
continue their learning experiences seamlessly.

Lewin, C., & Charania, A. (2018). Bridging Formal and Informal Learning
through Technology in the Twenty-First Century: Issues and
Challenges. In J. Voogt, G. Knezek, R. Christensen, & K. W. Lai
(Eds.) Second Handbook of Information Technology in Primary and
Secondary Education (pp. 199-125). Cham: Springer.
https://doi.org/10.1007/978-3-319-71054-9_13.

With the support of the endless development of technology, learning

can now be carried out whenever learners are triggered to learn with
the aid of mobile devices at any time and location.
 44

Looi, C. K., Lim, K. F., Pang, J., Seow, P., Sun, D., Boticki, I., Norris, C., &
Soloway, E. (2016). Bridging Formal and Informal Learning with the
Use of Mobile Technology. InC. S. Chai, C. P. Lim, & C. M. Tan
(Eds.), Future Learning in Primary Schools: A Singapore Perspective
(pp. 79-96). Singapore: Springer.https://doi.org/10.1007/978-981-287-
579-2_6.

Formal learning occurs in a classroom setting where learners learn

about a particular subject or topic as planned by teachers which are
usually driven by the need to cover a compulsory syllabus.

Kapur, R. (2019). Understanding the Meaning and Significance of Formal

Education. Delhi: University of Delhi. Retrieved from
https://www.scirp.org/pdf/ce_2021062416031644.pdf.

Formal learning or in-class learning is often considered the core

setting for learning because it is mainly controlled and facilitated by
the teacher.

Manuti, A., Pastore, S., Scardigno, A. F., Giancaspro, M. L., & Morciano,
D. (2015). Formal and Informal Learning in the Workplace: A
Research Review. International Journal of Training and Development,
19, 1-17. https://doi.org/10.1111/ijtd.12044.

At any moment when learning occurs, the elements of formal and

informal learning are both presents.

Milrad, M., Wong, L.-H., Sharples, M., Hwang, G.-J., Looi, C.-K., Ogata, H.
(2013). Seamless Learning: An International Perspective on Next
Generation Technology Enhanced Learning. Book chapter in Z. L.
Berge & L. Y. Muilenburg (eds.) Handbook of Mobile Learning, pp
95-108. New York: Routledge. Retrieved from
https://www.researchgate. net/publication/259079340.

Two main important features characterize seamless learning; namely

seamless adaptivity and seamless connectivity.

Mouri, K., Uosaki, N., & Ogata, H. (2018). Learning Analytics for
Supporting Seamless Language Learning Using E-Book with
 45

Ubiquitous Learning System. Journal of Educational Technology &

Society, 21, 150-163. http://www.jstor.org/stable/26388390.

Seamless learning enables learners to connect their in-class experience

to out-of-class learning without any boundaries.

Traxler, J. (2016). Inclusion in an Age of Mobility. Research in Learning

Technology, 24, Article No. 31372. https://doi.org/10.3402/rlt.
v24.31372.

Access to the Internet and mobile devices allows learners to connect,

share and discuss topics related to their learning anytime and
anywhere.

CHAPTER 3
METHODOLOGY

This chapter presents the research design, the locale of the study, the

respondents of the study, the research instruments, the validation of the

research instruments, the data gathering procedure, and the statistical

treatment of data gathered.

 46

Research Design

This study will employ a descriptive research method. Descriptive

research describes a phenomenon and its characteristics. This research is

more concerned with what rather than how or why something has happened.

Therefore, observation and survey tools are often used to gather data

(Nassaji, 2015).

The descriptive research method was used in this study because this

study will focus on answering five (5) “what” questions that will describe

the characteristics of the variables and will answer the research problems

accurately. This method can be either quantitative or qualitative. This study

involved collections of quantitative information that were tabulated along a

continuum in numerical forms, such as the mean percentage scores from the

test conducted or the frequency counts from the survey and computing the

mean scores, and will be presented and analyzed qualitatively. Mean values

with corresponding qualitative descriptions will be used to analyze and

present the results of the data that will be gathered, and then descriptive

analysis and interpretation will be conducted, and giving of implications will

follow.
 47

Locale of the Study

This study will be conducted in three public secondary schools of

Buruaen, Leyte.

Burauen is a 1st class municipality in the province of Leyte,

Philippines. According to the 2007 census, it has a population of 48, 606

people in 9, 213 households. It is located in the central part of Leyte

bounded to the north by Dagami, Jaro and Tabon-tabon, on the east by

Julita, MacArthur, Javier and on the west by Baybay, Albuera, and Ormoc.

Burauen is politically subdivided into 77 barangays namely:

Abuyogon, Anonang, Aradog, Balao, Balatson, Balorinay, Bobon,

Buenavista, Buri, Caanislagan, Cadahunan, Cagangon, Cali, Dumalag,

Ilihan, Esperanza, Gitabla, Hapunan, Hibonawan, Hugpa East, Hugpa West,

Calao, Kaparasanan, Laguiwan, Libas, Limburan, Patong, Pawa, Roxas,

Sambel, San Esteban, San Fernando, San Jose East, San Jose West, San

Pablo, Tabuanon, Tagadtaran, Taghuyan, Takin, Calsadahay, Candag-on,

Cansiboy, Catagbacan, Poblacion District I, Poblacion District II, Poblacion

District III, Poblacion District IV, Poblacion District V, Poblacion District

VI, Poblacion District VII, Poblacion District VIII, Poblacion District IX,

Logsongan, Maabab, Maghubas, Malabca, Malaguinabot, Malaihao, Matin-

ao, Moguing, Paghudlan, Paitan, Pangdan, Patag, Tambis, Toloyao, Villa

 48

Aurora, Villa Corazon, Villa Patria, Villa Rosas, Kagbana, Damulo-an,

Dinaayan, Gamay, Kalipayan, Tambuco, and Lusad.

The municipality of Burauen consists of three public national high

schools, namely; Burauen National High School, Buraeun Comprehensive

National High School, and Hibunauan National High School.

The two secondary schools are within the town proper of Burauen;

Burauen Comprehensive National High School formerly known as Burauen

Provincial High School is located in Poblacion District IX; Burauen

National High School formerly known as Burauen Municipal High School is

located in Poblacion District I; and Hibunauan National High School located

at Barangay Hibunauan, a Barangay with 12 kilometers away from the town

proper of Burauen.

These places mentioned are shown in the location map in Figure 2.

 49

Burauen National High School

Burauen Comprehensive National High School

Hibunawan
Hibunauan National High School

The location of
respondent-
schools

Figure 2. Map of the Municipality of Burauen, Leyte Showing the

Locale of the Study.
Respondents of the Study
 50

This study will involve all the officially enrolled Grade 12 students

and Grade 12 teachers teaching Understanding Culture, Society, and

Politics subject from the three (3) public secondary schools of Burauen,

Leyte for the academic year 2021-2022.

To get a concrete and reliable result of this study, 100% population of

the officially enrolled Grade 12 students among the identified respondent-

schools will be included as student-respondents of the study. For teacher-

respondents, all teachers teaching Understanding Culture, Society, and

Politics subject from the identified respondent schools will be considered.

The distribution of students and teacher-respondents is shown in Table 1.

Table 1

DISTRIBUTION OF THE STUDENT AND TEACHER-RESPONDENTS

Respondent Schools Student Teacher

Respondents Respondents
1. Burauen Comprehensive National High 560 3
School
2. Burauen National High School 243 1
3. Hibunauan National High School 90 1
Total 893 5

Table 1 shows that Burauen Comprehensive National High School has

five hundred sixty (560) officially enrolled Grade 12 students with three (3)

Grade 12 teachers teaching Understanding Culture, Society, and Politics;

 51

Burauen National High School has two hundred forty-three (243) officially

enrolled Grade 12 students with one (1) Grade 12 teacher teaching

Understanding Culture, Society, and Politics; and Hibunauan National High

School has ninety (90) officially enrolled Grade 12 students with one (1)

Grade 12 teacher teaching Understanding Culture, Society, and Politics for

this academic year 2022-203.

In this study, there will be eight hundred ninety-three (893) Grade 12

students and five (5) Grade 12 teachers teaching Understanding Culture,

Society, and Politics from the three secondary schools of Abuyog, Leyte that

will be included as respondents of the study.

Research Instruments

This study will utilize a self-structured survey questionnaire for

teacher-respondents and a teacher-made proficiency test for student-

respondents to gather the data needed in the study.

Survey Questionnaire for Teachers. This survey questionnaire for

teacher-respondents will be in a checklist form and has four parts. The

format will be patterned from the survey questionnaire used in the study of

Edloy (2018), however, modifications to some of its entries will be made by

the researcher, especially on the least learned competencies, the instructional

 52

materials, teaching approaches, and the problems met by the teachers in

teaching. Likewise, a 4-point scale point mean value and its qualitative

descriptions used will be patterned from the study of Edloy. This survey

questionnaire for teacher-respondents is found in Appendix A.

Part I of the survey questionnaire will gather data on the extent to

which the competencies in Understanding Culture, Society, and Politics are

developed among the Grade 12 students as perceived by the teacher-

respondents. Part II of the survey questionnaire will elicit data on the extent

to which the instructional materials are used by the teachers in teaching

Understanding Culture, Society, and Politics for Grade 12. Part III of the

survey questionnaire will gather data on the extent to which the identified

teaching approaches are utilized by the teachers in teaching Understanding

Culture, Society, and Politics for Grade 12. Part IV of the survey

questionnaire will deal with the extent to which the problems are met by the

teachers in teaching Understanding Culture, Society, and Politics for Grade

12.

Teacher-Made Proficiency Test. This teacher-made proficiency test

is composed of fifty (50) items test and will be used to determine the

proficiency level of the Grade 12 students in Understanding Culture,

Society, and Politics for the academic year 2021-2022. The construction of
 53

the test materials is based on the competencies in Understanding Culture,

Society, and Politics found in Most Essential Learning Competencies in

Understanding Culture, Society, and Politics. This is shown in the table of

specifications found in Appendix B.

Validation of the Instruments

To establish the validity of the instruments, steps will be undertaken.

First, the research instruments will be submitted to the research adviser for

initial comments. Second, to the Thesis Committee during the pre-oral

defense, and to some panel of experts from the respondents’ schools for

further suggestions.

After the pre-oral defense, the instruments will be submitted to a panel

of experts for some technical assistance in editing the instruments.

Afterward, the instruments will be subjected to a dry run. The researcher

will coordinate with the school head and the Grade 12 teachers teaching

Understanding Culture, Society, and Politics from the validating school by

observing health protocols. One Grade12 class will be chosen for the

conduct of the dry run for the teacher-made proficiency test. With the

students under limited face-to-face, the test will be administered personally

by the researcher. For students under modular distance learning, the

 54

researcher will request Grade 12 teachers teaching Understanding Culture,

Society, and Politics to include the teacher-made proficiency test in the

distribution of the modules in the said subject, and the same process on the

retrieval of the materials. After, the results of the dry run will be analyzed

through item analysis. Items that are poor and difficult based on the item

difficulty and discrimination index will be modified, removed, or changed.

On the bases of the results, the instruments will be improved to help the

researcher identify the effectiveness of the test items found in the teacher-

made proficiency test. Because in developing quality assessment and

specifically effective multiple-choice test items, item analysis plays an

important role in contributing to the fairness of the test along with

identifying content areas that may be problematic for students. After, the

necessary modifications of the instrument, it will be conducted again with

the same set of respondents to determine the effectiveness of the test. If all

items in the test will be found acceptable, they will be utilized in the actual

conduct of the study.

For the survey questionnaire, all the Grade 12 teachers teaching

Understanding Culture, Society, and Politics teachers from the validating

will be given a survey questionnaire to solicit ideas that can be included in

the survey questionnaire useful in the improvement of the material,

 55

especially on the instructional materials, teaching approaches, and problems

met by them in teaching the subject.

The conduct for dry run of instruments will be administered at Sta.

Mesa National High School, Dagami, Leyte. This school will not be

included as a respondent school. This school will be selected because it has

similar characteristics to the research locale and the problems regarding its

students, its topographical, demographic features, and socioeconomic status,

as well.

Data Gathering Procedure

The researcher will seek permission from the Schools Division

Superintendent of Leyte Division to conduct the study through a written

request. The researcher will personally visit the schools included in the study

observing the necessary health protocols. The approved written request will

be used during the process of gathering the necessary data. The researcher

will approach the School Heads of the respondent schools and will show to

them the approved permission for the conduct of the study. The researcher

will explain to the Schools Head the researcher’s purpose. If there are

questions, the researcher will comprehensively answer all the queries to

clarify the purpose of the conduct of the study. As evidence of their

 56

approval, the researcher will request them to sign any portion of the

approved permit as means of verification. The said permit will be labeled as

Appendix D. Assistance from the school heads, teachers, and students from

the respondent schools will be solicited in gathering the data.

During the actual data gathering, the test using the teacher-made

proficiency test will be administered personally by the researcher to the

respondents who are in limited face-to-face classes. The researcher will

coordinate with the class adviser and will explain the researcher’s purpose.

Before the test, an orientation will be conducted. Guidance and monitoring,

while the test is going on, will be extended by the researcher.

While the test is going on, the researcher will distribute the survey

questionnaire to the teacher-respondents. Orientation and way of

accomplishing will be conducted by the researcher to guide them properly.

The teachers and the students will be given enough time to answer the

materials. After, the instruments will be retrieved personally by the

researcher.

For the student-respondents under modular distance learning, the

researcher will coordinate with their Grade 12 teachers teaching

Understanding Culture, Society, and Politics and will request to include the

materials in the distribution of their modules. A piece of paper containing

 57

the instructions for both the parents and the student will be attached to the

test question. Submission of the test questions with answers will be made by

the students and will be included in the submission and retrieval of their

Araling Panlipunan modules.

After giving ample time, the researcher will personally pick up the

accomplished instruments from the respondent schools observing the health

protocols for safety purposes. After gathering, the data will be tabulated and

will be submitted to a statistician for appropriate statistical treatment. After

which, analysis, interpretation, and giving of implications of the results will

be made by the researcher.

Statistical Treatment of Data

Descriptive statistics such as frequency counts, weighted mean, mean

percentage score, and percentage will be utilized to analyze and interpret the

data gathered.

To find the mean, the following formula will be used:

Σx

M= ---------
n
Where: M = mean
 58

∑x = sum of raw score

n = number of cases / respondents

To find the mean percentage score, the following formula will be

used:

X
MPS = --------- x 100
n
Where: MPS = Mean Percentage Score

X = mean

n = number items

To find the percentage, the following formula will be used:

f
P = --------- x 100%
n
Where: P= percentage

f= frequency / responses

n = number of cases / respondents

To determine the proficiency level of the Grade 12 students in

Understanding Culture, Society, and Politics subject, the mean percentage

 59

score (MPS) in the test conducted will be computed using this percentage

value and qualitative description as indicated in the DepEd Order NO.8,

series of 2015 known as “Policy Guidelines on Classroom Assessment for

the K-12 Basic Education Program”.

Percentage Values Qualitative Description

90% – 100% Outstanding

85% – 89% Very Satisfactory

80% - 84% Satisfactory

75% - 79% Fairly Satisfactory

Below 75% Did Not Meet Expectations

To determine the extent to which the least learned competencies in

Understanding Culture, Society, and Politics are developed among the

Grade 12 students, the following mean values and qualitative descriptions

will be used:

Mean Value Qualitative Description

3.50 – 4.00 Extensively Developed

2.50 – 3.49 Developed

 60

1.50 – 2.49 Poorly Developed

1.00 – 1.49 Not Developed

To determine the extent to which the instructional materials were used

by the teachers in teaching Understanding Culture, Society, and Politics for

Grade 12, the following mean values and qualitative description will be

used:

Mean Value Qualitative Description

3.50 – 4.00 Always Used

2.50 – 3.49 Oftentimes Used

1.50 – 2.49 Sometimes Used

1.00 – 1.49 Never Used

To determine the extent to which the teaching approaches are utilized

by the teachers in teaching Understanding Culture, Society, and Politics for

Grade 12, the following means values and qualitative descriptions will be

used:

Mean Value Qualitative Description

3.50 – 4.00 Always Utilized

 61

2.50 – 3.49 Oftentimes Utilized

1.50 – 2.49 Sometimes Utilized

1.00 – 1.49 Never Utilized

To determine the extent to which the problems were met by the

teachers in teaching Understanding Culture, Society, and Politics for Grade

12, the following mean values and its qualitative descriptions presented

below will be used:

Mean Values Qualitative Description

3.50 – 4.00 Always a Problem

2.50 – 3.49 Oftentimes a Problem

1.50 – 2.49 Sometimes a Problem

1.00 – 1.49 Not a Problem

 62

ENDNOTES

DepEd Order NO.8, (2015). Policy Guidelines on Classroom Assessment

for the K-12 Basic Education Program. Retrieved from https://www.
deped.gov.ph/wp-content/uploads/2015/ 04/DO_s2015_ 08.pdf.

Cited policy guidelines for classroom assessment under K-12 BEC

Program.

Nassaji, H. (2015). Qualitative and Descriptive Research: Data Type Versus

Data Analysis. Published Online by SAGE Journals. Doi: https://doi.
org/10.1177/1362168815572747.

Descriptive research describes a phenomenon and its characteristics.

 63

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 69

APPENDICES
 70

Appendix A

Asian Development Foundation College

GRADUATE SCHOOL
Tacloban City

SURVEY QUESTIONNAIRE FOR TEACHER – RESPONDENT

Name: _________________________ Grade Taught: ______________

School: _________________________ District: ___________________

Part I. EXTENT TO WHICH THE FOLLOWING

COMPETENCIES IN UNDERSTANDING CULTURE,
SOCIETY, AND POLITICS ARE DEVELOPED AMONG
THE GRADE 12 STUDENTS AS PERCEIVED BY THE
TEACHER – RESPONDENTS

Directions: The following are the competencies in Understanding Culture,

Society, and Politics developed among the Grade 12 students.
Please check the column that corresponds to the extent to which
the competencies are developed by the students as you perceive
in teaching the subject.

Use the scale provided.

Scale Qualitative Description

4 Extensively Developed
 71

3 Developed
2 Poorly Developed
1 Not Developed
Competencies in Araling Understanding Culture, Society, 4 3 2 1
and Politics for Grade 12
1. Definition of anthropology, political science, and sociology
2. Culture as a ”that complex whole which encompasses beliefs,
practices, values, attitudes, laws, norms, artifacts, symbols,
knowledge, and everything that a person learns and shares as a
member of society.”
3. Looking back at Human Biocultural and Social Evolution
4. Becoming a member of society
5. Groups, within society:Primary and Secondary
6. Kinship, marriage, and the household

7. Analyze aspects of social organization

8. Evaluate how functions of education affect the lives of people
in the society
9. Examine stratification from the functionalist and conflict
perspectives.
10. Identify characteristics of the systems of stratification.
11. Suggest ways to address social inequalities (local, national and
global)
12. Describe how human societies adapt to new challenges in the
physical, social, and cultural environment

Part II. EXTENT TO WHICH THE FOLLOWING IDENTIFIED

INSTRUCTIONAL MATERIALS ARE USED BY THE
TEACHERS IN TEACHING UNDERSTANDING
CULTURE, SOCIETY, AND POLITICS FOR GRADE 12.
 72

Directions: Below are the identified instructional materials used by the

teachers in teaching Understanding Culture, Society, and
Politics for Grade 12. Please check the appropriate column that
describes the extent to which the identified instructional
materials are used in teaching the subject. Use the scale
provided.

Scale Qualities Description

4 Always Used
3 Oftentimes Used
2 Sometimes Used
1 Never Used

Instructional Materials in 4 3 2 1
Teaching Understanding
Culture, Society, and Politics
for Grade 12
1. Modules
2. Textbooks
3. Video-based lessons
4. Learning Activity Sheets
5. Multimedia (PowerPoint,
projector, TV, laptop)
6. Handouts
7. Worktexts
8. Others, please specify

Part III. EXTENT TO WHICH THE TEACHING APPROACHES

ARE UTILIZED BY THE TEACHERS IN TEACHING
 73

UNDERSTANDING CULTURE, SOCIETY, AND

POLITICS FOR GRADE 12.

Directions: The following are the teaching approaches are utilized by the
teachers in Understanding Culture, Society, and Politics for
Grade 12. Please check the corresponding column that best
describes the extent to which the teaching approaches are used
in teaching the subject. Use the scale provided.

Scale Qualities Description

4 Always Utilized
3 Oftentimes Utilized
2 Sometimes Utilized
1 Never Utilized

Approaches in Teaching 4 3 2 1
Understanding Culture, Society,
and Politics 12
1. Modular Distance Learning
Approach
2. Blended Learning Approach
3. Video-based Learning
ApproachApproach
4. Seamless Learning Approach
5. Others, please specify

Part IV. EXTENT TO WHICH THE PROBLEMS ARE MET BY

THE TEACHERS IN TEACHING UNDERSTANDING
CULTURE, SOCIETY, AND POLITICS FOR GRADE 12.
 74

Directions: The following are the identified problems met by the teachers
in Understanding Culture, Society, and Politics for Grade 12.
Please check the appropriate column that describes the extent to
which the problems are met in teaching the subject. Use the
scale provided.

Scale Qualitative Description

4 Always a Problem
3 Oftentimes a Problem
2 Sometimes a Problem
1 Not a Problem

Problems Met by the Teachers in 4 3 2 1

Understanding Culture, Society, and
Politics for Grade 12
1. Insufficient instructional
Understanding Culture, Society, and
Politics for Grade 12
2. Poor study habits of the Grade 12
students.
3. Poor internet access for searching
related concepts
4. Lack of in-service training for the
teachers on methodologies and
strategies in teaching the subject.
5. Unavailability of multimedia.
6. Instructional and Learning modality
during this pandemic
7. Others, please specify
 75

APPENDIX B

TABLE OF SPECIFICATIONS IN UNDERSTANDING CULTURE,

SOCIETY, AND POLITICS FOR GRADE 12
Competencies in

Understanding
Remembering
Understanding Culture,

Evaluating
Analyzing
Applying

Creating
No. of Contact

% of Contact

Society, and Politics

No. of Items

35% 35% 7% 7% 6% 10%

Definition of anthropology,
political science, and 4 10 5
sociology % 1, 2 34 35 36

Culture as a ”that complex

whole which encompasses 4 12 5
beliefs, practices, values, % 3 ,4 5 37 45 46
attitudes, laws, norms,
artifacts, symbols,
knowledge, and everything
that a person learns and
shares as a member of
society.”
Looking back at Human 10 7, 8, 21, 39 40 10 48
Biocultural and Social 7 12 9 22,
Evolution % 24
 76

Becoming a member of 10 13, 29, 41 42 49

society 6 14 27,33 30,
% 31,
32
Groups, within 5 13 5 13 45 46 47 26
society:Primary and %
Secondary
Kinship, marriage, and the 5 10 8 14, 17 18 19 20 23
household % 15,
16
Analyze aspects of social 2 6% 2 11,12
organization
Evaluate how functions of 1 5% 1 43
education affect the lives
of people in the society
Examine stratification from 3 5% 1 38
the functionalist and
conflict perspectives.
Identify characteristics of 1 4% 1 28
the systems of
stratification.
Suggest ways to address 2 4% 1 6
social inequalities (local,
national and global)
Describe how human 2 5% 1 25 50
societies adapt to new
challenges in the physical,
social, and cultural
environment

TOTAL 42 100 50 14 13 6 6 6 5
%

Prepared by:

JEANALYN E. CLAMAÑA
SHS Teacher
 77

Teacher-Made Proficiency Test in Understanding Culture

Society and Politics 12

1st Quarter

Name:___________________________Grade & Section:______________

I. Multiple Choice

Direction: Choose the letter of the best answer. Write the chosen
letter on the space provided before the number.

______1. Political Science is an important discipline that deals with

laws, governmental processes, and state formulation.
Which among the following is NOT the primary concern of
this field?
A. Government and Business
B. Political Dynamics
C. Public Administration
D. Social Institutions and Structures
_____2. One of the goals of studying Anthropology is appreciate your
own cultural identity. As a student, what can you do to help
preserve your culture and tradition?
A. I cannot do anything because I am still too young.
B. I will use the internet to research since we live in the
modern times now.
C. I will imitate the culture of other countries especially
those portrayed my favorite shows.
D. I will continue to learn more about our culture, practice
it, and influence others to do the same.
 78

____3. Which of the following statement does not adhere to

anthropological definition of culture?
A. It deals with power sharing and power struggle.
B. It gives form and identity to a group or community of
people.
C. It includes our norms, the standards, or rules of
acceptable behavior.
D. It is manifested through both tangible and intangible
evidence of human existence.
_____4. Cultural relativism teaches us that, marriage patterns are _,
not objective truth.
A. Social option
B. B. Political option
C. Cultural option
D. Socio-cultural option

_____5. It is a person's principles or standards of behavior.

A.Values B. Norms C. Artefacts D. Language

_____6. It is the thinking that one’s own race is superior than the others.
A.discrimination C. stereotyping
B. racism D. prejudice

_____7. Refers to a system of words and symbols used to communicate with

other people.
A.Symbols B. Norms C. Artefacts D. Language

_____8. It is anything that is used to stand for something else.

A.Symbols B. Norms C. Artefacts D. Language

_____9. It is a variations or modifications in the patterns of social

organization of sub groups within society.
A. Cultural change C. Political
B. changeD. Sociological change
_____10. It refers to the culturally defined standards by which people
assess desirability, goodness, and beauty and that serve as
broad guidelines for social living.
A.Folkways B. Mores C. Norms D. Values
_____11. The birth of Sociology gave rise to the scientific and
 79

rational understanding of the society. How did Erving

Goffman contribute to the field?
A. He introduced participant observation as a tool for
research.
B. He favored historical particularism as an approach in
understanding society.
C. He theorized dramaturgical approach in analyzing social
interactions and relationships.
D. He proposed the looking glass self-theory as a way of
seeing behavior and social phenomenon.
______12. Political Science is an important discipline that deals with
laws, governmental processes, and state formulation.
Which among the following is NOT the primary concern
of this field?
A. Government and Business
B. Political Dynamics
C. Public Administration
D. Social Institutions and Structures

______13. Sociologists like Comte, Durkheim, and Weber gave their

own views about society. What is society according to a
sociological perspective?
A. It is the people interacting with one another to create a
culture.
B. It is the group of people working on attaining one's
personal desires.
C. It is the shared beliefs and values of residents in a
certain territory.
D. It is the community of individuals building architecture
and creating work of arts.

______14. Edward B. Tylor described culture as “complex whole”.

What does this mean?
A. Culture connects people.
B. Culture is the end-result of society.
C. Culture is about the activities of groups within
society.
D. Culture is comprised of all the facets and work of
humankind.
 80

______15. As a student studying this discipline, what is the most

beneficial reason of having knowledge on the study of
culture, society, and politics?
A. To make people ethnocentric.
B. To change the way people view the world.
C. To provide people avenues for self-expression.
D. To prepare people for active and responsible civic
engagement.

_______16. Ahmed is a Muslim while his friend, Rody, is a Catholic.

Sometimes, while doing their homework in Rody's
house, Ahmed makes fun of the fact that Catholics have
images of saints in their houses. What should Rody do
about this problem?
A. Rody should stop being friends with Ahmed.
B. Rody should retaliate by making fun of Ahmed's
religion.
C. Rody should talk to Ahmed to explain their religious
differences.
D. Rody should do nothing. Ahmed will eventually stop
laughing about it.

______17. Devi is a Hindu, and she studies in a public school. Her

parents forbade her to make friends with Christians
because they are afraid that she will be bullied. She,
however, has Christian friends, and they understand her
religion because of what they learned from their lesson in
World Religions. What should Devi do about this
problem?
A. Devi should just avoid talking about her friends to her
parents.
B. Devi should just follow her parents since they know
what is best for her.
C. Devi should explain to her parents that religion should
not be a barrier for friendship.
D. Devi should tell the truth and explain to her parents
that her Christian friends are nice.
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______18. Which of the following statement does not adhere to

anthropological definition of culture?
A. It deals with power sharing and power struggle.
B. It gives form and identity to a group or community
of people.
C. It includes our norms, the standards, or rules of
acceptable behavior.
D. It is manifested through both tangible and intangible
evidence of human existence.

______19. The several elements of culture tend to guide people in

becoming an effective member of a society. What is the
meaning of norms?
A. They have a firm control to moral and ethical
behavior.
B. These are the standard an expected behavior within a
society.
C. They are behaviors of less importance yet still
influence our behavior.
D. They are ordinance of reason enacted to protect the
people from the bad effects of outdated mores.

______20. One of the goals of studying Anthropology is appreciate

your own cultural identity. As a student, what can you do
to help preserve your culture and tradition?
A. I cannot do anything because I am still too young.
B. I will use the internet to research since we live in the
modern times now.
C. I will imitate the culture of other countries especially
those portrayed my favorite shows.
D. I will continue to learn more about our culture,
practice it, and influence others to do the same.

21. What is the most significant determinant of the evolution of humans and
human-like creatures?
A. their legs C. their brain cavity
B. their facial structure D. their pelvis
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22. The middle period of the Stone Ages is called what?

A. Neolithic C. Paleolithic Period
B. Ice Age D. Mesolithic Period

23. Which hominid was the first to evolve?

A. Homo erectus C. Homo habilis
B. Australopithecus afarensis D. Homo sapien

24. Which was the first hominid to use fire?

A. Homo erectus C. Homo sapiens
B. Homo habilis D. Australopithecus afarensis

25. A more casual form of social media. The most popular is Facebook.
A. social Networking C. social movemenet
B. social Media D. social change

26. Which of the following describes the term anthropology?

A. Anthropology is the study of human life and Culture
B. Anthropology comes from the ancient Greek words meaning
“study of man”.
C. both A and B
D. none of the above

27. Which of the following lists places early humans in correct

chronological order ( from the oldest to the most recent).
A. Ardipithecus, Homo habilis, Homo erectus, Neaderthal, Homo
sapiens
B. Australopithecus, Homo erectus, Neaderthal, Homo
Heidelbergensis, Homo Habilis
C. Homo erectus, Homo habilis, Homo sapiens, Neanderthal,
Ardipithecus
D. None of these are correct

28. These are mostly professional people like lawyers, doctors, manager,
owners of small businesses, executives, etc.
A. upper class C. lower class
B. social class D. middle class
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29. An evolutionists who formulated the theory of evolution through natural

selection.
A. Charles Lyell E. Charles Darwin
B. James Ussher D. Carolus Linnacus

30. The process by which the life forms most fit to survive and reproduce in
a given environment do so in greater numbers than others in the same
population.
A. Ethnocentrism C. Darwinian
B. Natural selection D. None of the above

II. Modified True or False: Write TRUE if the statement is correct but
if its false, change the underlined word or group of words to make the
whole statement true.
31. Culture is symbolic in the sense that it renders meanings to what people
do, Beliefs, religion, rituals, myths, dances, performances and so on.
32. Ethnocentrism is the regard that one’s own culture and society is the
center of everything and therefore far more superior than others.
33. The modern humans referred as the Homo erectus.
34. The word ‘politics’ is derived from polis, meaning literally city-state.
35. Orrorin had small teeth relative to its body size.
36. Marriage is a special contract of permanent union between a man and a
woman entered into accordance with law for the establishment of
conjugal and family life.
37. Annulment is a judicial statement that there never was a marriage
between the man and the woman.
38. Divorce is a court order saying that a man and woman are no longer a
husband and a wife.
39. Nuclear families are families that include the other members of the
kinship group such as your uncles, grandparents, and cousins.
40. Extended family is the most basic family form and is made up of a
married couple and their biological or adopted children.

III. IDENTIFICATION: Identify what is being asked in the following

sentences: Choose the best answer from the box below. Write the letter
on the blank provided before the number.

a. Polygamy d. Cohabitants g. Marriage j.

Bipedalism
b. Polyandry e. Polygyny h. Endogamy k. Migration
c. Monogamy f. Family Violence i. Consanguineal
l. Education
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41. Couples who share a common residence with a child, just like a nuclear
family, but without the benefit of marriage.

42. Marriage that includes more than two partners.

43. The social institution that formally socializes members of the society.
44. When a man married to more than one wife at a time, the relationship is
called _______

45. Encompasses not only violence between female and male partners or
same sex partners but also child abuse and elder abuse.

46. Two people are related to each other by consanguinity if they have a
common ancestor or one is a descendant of the other.

47. The practice of marrying within a specific ethnic group, class, or social
group rejecting others on such a basis as being unsuitable for marriage
or for other close personal relationships.

48. It is socially or ritually recognized union or legal contract between

spouses that establishes rights and obligations.

49. The ability to walk upright on two legs is one of humanity’s defining
physical characteristics.

50. The process of geographic mobility, or the change of residence of a

person from one community to another with the intention of settling
temporarily or permanently.

Prepared by:
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JEANALYN E. CLAMAÑA

ANSWER KEY

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