ABSTRACT
Traditionally, teaching Kasaysayan ng Daigdig is primarily focused on objectives of the subject as indicated in the curriculum. It is said that if a learner is good in memorizing, then, that same learner definitely has advantages in History. The rate of learning then is not fully realized and the goals and objectives will presumably not thoroughly attained; thus, learning difficulties may occur.
This study is confined on the common difficulties in Araling Panlipunan 8 encountered by selected Grade 8 students of Dr. Juan A. Pastor Memorial National High School during the school year 2019 – 2020. It involves the identification of learning area/s that found to be difficult for the selected Grade 8 students.
The researcher used documentary analysis as main instrument to gather data; and weighted mean, frequency distribution and ranking were used to interpret the results of the gathered data .Pre and post tests in Araling Panlipunan 8 - Kasaysayan ng Daigdig were used in preliminary data gathering procedure and at the same time, a tool used for diagnostic and for manifestations/proofs that there were students who are encountering problems and difficulties in studying and understanding Araling Panlipunan 8 (Kasaysayan ng Daigdig) respectively. The tests covered the Araling Panlipunan 8 concepts and analysis of significant events. Researcher interviews and observations were also utilized at different points in the school year depending on researcher’s available time. In connection to this method, the researcher distributed the test questions to 42 Grade 8 students taking up Araling Panlipunan 8 - Kasaysayan ng Daigdig. One hour was allotted for the respondents to answer the pretest.
Based on the results of the item analysis, it was determined that item number 3 (Pinagmulan at Katangiang Pisikal ng Daigdig), item number 38 (Kolonyalismo at Imperyalismo) and item number 1 (Pinagmulan at Katangiang Pisikal ng Daigdig) were the easiest questions answered by the students during the pretest. On the other hand, item number 32 ( Rebolusyong Siyentipiko/ Industriyal), item number 21 (Panahong Renaissance), item numbers 28 and 30 (Panahon ng Kaliwanagan/Panahon ng Repormasyon) and item number 41 ( Digmaang Pandaigdig at Cold War) were regarded as the most difficult for the students to get the correct answer.
With this results, the researcher strategized ways on how to develop the critical thinking skills that will lead to their appreciation to the subject (Kasaysayan ng Daigdig). Teaching strategies like peer teaching, film viewing and and student-centered approach were intensified. Semi-structured interviews in the form of focus groups and/or one-to-one interviews were employed and conducted by the researcher during after class hours in October to December 2019.
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