LEARNING MODULE FOR THE IMPROVEMENT OF LEAST MASTERED COMPETENCIES

IN SOCIAL STUDIES OF GRADE 8 LEARNERS IN DR. PANFILO C ASTRO NATIONAL

HIGHSCHOOL ANNEX S.Y. 2019-2020

Palacio, Rammir B.

Gonzaga, Edgar G.

Malicad, Gizelle B.

CHAPTER 1

THE PROBLEM AND REVIEW OF LITERATURE

Nowadays students are struggling to learn the subject Social Studies. It is defined that learning

Social Studies are too dull to learn and they do not meet the satisfaction they want to attain in

learning the subjec. The point of this study is to improve the least mastered competencies in

Social Studies of Grade 8 students in Dr. Panfilo Castro National High School Annex.

(DPCNHS)
 REVIEW OF RELATED LITERATURE

Competencies are the conglomeration of the data, skills and talents that measure learning,

According to Dr. Carlo Magno, Faculty at De La Salle University, Manila in his “Strategies in

Teaching the smallest amount perfect Skills” (Magno, 2014). Mastery Learning is that the

acquisition of learning leading to automatic or habitual amendment in behavior through

repetition and application. It shifts from short term to future memory. Mastery that is the

maximum amount regarding however we tend to teach because it is about what we tend to

teach in keeping with the Carpenter’s Connecting Theories of Learning with Mastery of

Learning. Mastery models assume that given by quality instruction, all pupils can 'master' the

core meant learning, and thru rigorously planned learning journeys, learning is gathered to

complement understanding and retention of knowledge. Knowledge, as outlined here, involves

the recall of specifics, the knowledge emphasizes most the processes of basic cognitive

process (Flateby & Morris 2013).

Competency-based learning begins by identifying specific competencies or skills, and enables

learners to develop mastery of each competency or skill at their own pace, usually working with

a mentor. Learners can develop just the competencies or skills they feel they need (for which

increasingly they may receive a ‘badge’ or some form of validated recognition), or can combine

a whole set of competencies into a full qualification, such as a certificate, diploma or

increasingly a full degree.

A CBE provides a much-needed resource at a time when states, districts, and schools are

working to implement competency-based models and experimenting with new accountability

systems that include evidence of learning beyond standardized tests. -Rose L. Colby

Competency-Based Education: A New Architecture for K-12 Schooling

According to the article of Rum Tan there are five reasons might hear from students as to why

they hate history. First it is boring, learning history either involves lectures that comprises the

teacher rambling on regarding the events that passed or students reading several chapters of a

thick book. Second, History is just about dead people. A big idea about history is that it’s close

to dead individuals. Most history lessons involve students being solely exposed to

topics regarding people that existed within the past. However, history is most over that. There’s

history on numerous different subjects that the probabilities are endless. Third, it

is just the memorization of people, places, and dates. It’s actually true that history involves

memorizing tons of data like places and dates. However, the notion of simply

senselessly memorizing all this info is wrong. Students shouldn’t be attempting to

shove info into their minds only for the sake of it. Fourth, it’s all lecture and text reading. There

are such a big amount of alternative ways that to show history either than through a lecture or

reading a book that may create learning fun for everybody. You can prepare for a walking

tour round the town, bring them to a depository or maybe set up a scavenger hunt. If you

favor one thing that’s additional inside instead of outdoors, you'll be able to analysis on-line for a

few web history games that they will partake in. maybe you may even do a

competitive giveaway vogue quiz with history inquiries to get them going. you'll be able

to additionally introduce crafts wherever they will produce one thing from the past and showcase

it to their fellow peers. Lastly. History is never relevant. Even though it's a undeniable fact

that history happened within the past, it’s aloof from irrelevant . The notion that

history can ne'er be employed in your time period is untrue. After all, while not the past, there

wouldn’t be a future.

If it wasn’t for events that had transpired within the past, we have a tendency

to undoubtedly wouldn’t have access to plenty of what we've currently. History is

additionally U.S.A.ed as how for us to assess our past failures and successes. we have a
tendency to peer into history to envision what mistakes we will stop from happening once

more and what successes we can make the most. History conjointly helps U.S.A. perceive the

planet on a way deeper level. we will find out about however alternative countries were

developed or how a distinct country’s culture has evolved.

According to Barredo (2010) intervention materials help teachers provide the students the

needed support to make progress. In increase and deepen their skills, knowledge and

understanding from concrete science toa abstract. It gives the students the opportunitry to

explore their understanding and make sense of new scientific ideas.

Synthesis

The reviewed literature and studies made the researcher to make their baseline to improve and

continue the study. The studies helped the researchers to define more what are intended for the

contribution to the society.

As what the researchers expected there is a variety of factors that involves why the least

mastered competencies exist in the subject of Social Studies. The sources opted more

elaborated and wide explanations about why the learners are experiencing monogamy in

learning the subject stated. The The published sources collected their own similarities and

differences to the current study being conducted by the researchers. The researchers are

limited to conduct a study to the Least mastered competencies of Grade 8 learners of Dr.

Panfilo Castro Natinal Highschool Annex. Also, the researchers are concerned to give an action

regarding to this matter why the related studies and literatures are somewhat embedded only

differents books and studies which cannot be known unless given an extra attention once being

told.
STATEMENT OF THE PROBLEM

This study aimed to identify the least mastered competencies of Grade8 students

in Dr. Panfilo CastroNational High School Annex in Candelaria, Quezob Academic Year

2019-2020,

Specifically, this study sought to answer the following questions:

1. What are the least mastered competencies of the grade 8 students in Dr. Panfilo

Castro National High School Annex Academic Year 2019-2020?

2. What strategic intervention material can be use to improve the least mastered

competencies of the grade 8 students in Dr. Panfilo Castro National High

School?

3. What is the level of acceptability of the grade 8 students in Dr. Panfilo Castro

National High School Annex in terms of:

3.1 Quality of Content

3.2 Effectiveness as Learning Tool

3.3 Ease of use

3.4 Appropriateness in the Community

 Conceptual Framework

INPUT PROCESS OUTPUT

Least Mastered Administration of Least Learning Module of

Competencies of Grade Mastered Competency Least Mastered
8 Learners Of Dr. based test. Competencies of
Panfilo Castro National Grade 8 Learners in Dr.
Production of the SIM.
Highschool Panfilo Castro National
Measuring the level of Highschool Annex
acceptability of the Rating of the Learning
SIM. Module of Least
Mastered
Competencies of
Grade 8 Learners in Dr.
Panfilo Castro National
Highschool Annex