E-MODULAR TEACHING INTERVENTIONS AS A TOOL FOR STRENGTHENING TEACHERS' COMPETENCE IN TEACHING SOCIAL SCIENCE

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Published ID: IJNRD2503280

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ROVELYN SAGUN JAMBOY

This study employed the descriptive research design in its assessment of the instructional competence of the Grade 7 Social Studies teachers in Salomague National High School during the school year 2023-2024. The descriptive method research was used to present the professional profile of the Grade 7 Social Studies teachers in terms of highest educational attainment, number of years of teaching experience in Grade 7 and relevant trainings/ seminars attended. The same method research was used in the perceptions of the Grade 7 Social Studies teachers on the level of their instructional competence in terms of lesson planning, instructional delivery and assessment of learning and reporting based on the Individual Performance Commitment and Review Form (IPCRF) and analysis of identified needs of the Grade 7 Social Studies teachers relative to their instructional competence. The study was conducted in Salomague National High School during the school year 2023-2024. The respondents were the forty-seven Grade 7 Social Studies teachers in the said school. Frequency, percentage and average weighted mean were the statistical tools used test the data gathered.Based on the assessment of the Grade 7 Social Studies teacher’s level of instructional competence, an analysis was made on their identified needs. The professional profile of the Grade 7 Social Studies teachers in Salomague National High School during the school year 2023-2024 reveals that a majority, 21 out of 47, are master’s degree holders, while the remaining 26 have earned masteral units. In terms of teaching experience, 93.62% (44 out of 47) have been in the profession for 6-10 years, while three have been teaching for 1-5 years, and two have less than a year of experience. Furthermore, these teachers have attended several relevant trainings and seminars to enhance their teaching competencies. Regarding their perceptions of teaching needs, the Grade 7 Social Studies teachers rated themselves as “satisfactory” across different domains, which were classified as meeting only the “basic” requirements. Specifically, in terms of diversity of learners, curriculum content and pedagogy, and planning, assessing, and reporting, they consistently perceived their competencies at a “satisfactory” level. The overall average weighted mean was 2.41, further supporting this classification. Identified needs relative to their teaching include strong professional development, continuous collegial contact, peer reinforcement, expert inputs, and mentoring, coaching, and modeling in lesson planning. For curriculum content and pedagogy, they highlighted the need for continuing professional education, innovative approaches, effective use of technology, professional training, and leadership development. In terms of planning, assessing, and reporting, the teachers emphasized the importance of recognition and rewards, access to readily available materials and resources, and improvements in the working environment. To address these needs, a proposed teacher e-Module was developed, focusing on key components such as diversity of learners, curriculum content and pedagogy, and planning, assessing, and reporting. This development program aims to enhance the teaching competencies of Grade 7 Social Studies teachers and provide them with the necessary skills and resources to improve their instructional effectiveness. Based on the findings of the study, the following conclusions were drawn: Generally, the Grade 7 Social Studies teachers in Salomague National High School are Master of Arts graduates, had been teaching in Grade 7 Social Studies teachers for 6 to 10 years, and have been attending various relevant trainings and seminars. The Grade 7 Social Studies teachers’ level of teaching needs in Social Studies as perceived by them and their school heads are satisfactory or basic critical requirement. The needs of the Grade 7 Social Studies teachers relative to their instructional delivery are professional development, education and training, peer mentoring, coaching and modeling, innovation and use of technology, recognition and rewards, materials and resources and improvement in their working environment. Based on the conclusions drawn, the following recommendations are offered: Based on what is learned from the needs of assessment, a system of professional development must immediately be implemented. Policies should be input in place to ensure that instruction in the use of technology in general; including participation in the existing high quality programs designed for their purposes are given emphasis. Follow- up studies may be conducted by other researchers to validate the findings of the study. Other researchers may conduct similar studies in other grade levels to improve instructional competence.

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ROVELYN SAGUN JAMBOY (March-2025). E-MODULAR TEACHING INTERVENTIONS AS A TOOL FOR STRENGTHENING TEACHERS' COMPETENCE IN TEACHING SOCIAL SCIENCE. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(3), c722-c733. https://ijnrd.org/papers/IJNRD2503280.pdf

Volume 10 Issue 3, March-2025

Pages : c722-c733

Paper Reg. ID: IJNRD_304659

Published Paper Id: IJNRD2503280

Research Area: Others area

Author Type: Foreign Author

Country: Aguilar, Pangasinan, Philippines

Published Paper PDF: https://ijnrd.org/papers/IJNRD2503280.pdf

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