Running Head: CASE STUDY

Case Study in Grade 10 Social Studies Economics Class

Teacher-Learner Interview

A Group Requirement submitted to the

University of the Philippines Open University

In Partial Fulfillment of the Requirements

In EDS103 Theories of Learning

Submitted by (Group E):

Alvarez, Abel Jr.
Bandola, Pamela
Campos, Eileen
Hernando, Dalia
Magsino, Jean
Medillo, Elaine
Priagula, Rizchelle
Valenzuela, Jared

CASE STUDY
2
ABSTRACT:
This study involves discovering the effects of learning approaches
on the academic achievement of students. The aspects explored are the
different theories to learning and how effective the approaches are to the
total intellectual development of each student.
This has been done through conducting an interview with students
and teachers. Each student answered sets of questions about learning
theories such as cognitivism, constructivism, intelligence theory, social
learning theory and behaviorism. As the result of the interviews, it shows
that some theories are not effective in some learning styles of some
students.
Learning theories can be used to the most effective ways when it is
maximize through integrating to other theories.

INTRODUCTION:
This study will tackle about the different learning approaches that
are being used in the Social studies Class and its effects on the academic
achievement of Grade 11 Social Studies Economics students of Child
Development and Guidance Center (CDGC). It involves learning theories of
Behaviorism, Social Learning, Intelligence, Cognitive and Constructivist
(Constructivism). These learning theories are conceptual frameworks
describing how information is absorbed, process and retain during the
learning. The said theories are all play the part in how understanding
acquired or changed and knowledge and skills retained. These theories

CASE STUDY
3
are reviewed assessed and examined its relevance and uses to prove its
effectiveness in developing and strengthening the principles applied in
learning.
The result of this study will contribute to the benefits of teachers
and learners, considering that Social Study plays an important role of the
development of society. Analyzing the implication of learning theories in
the student class performance particularly in Social Studies Economics
class will guide the educator to understand and evaluate the learning
practices and strategies of the learners and its effect on their intellectual
growth. This will give feedback to the teacher on how to design
appropriate instructions that fits with the learning style of each student.
Thus, Identifying teaching-learning events and practices will redound for
the improvement of learning outcomes through the inclusion and
application of theories.

THEORETICAL BACKDROP
Cognitivism Approach
In cognitivism, through simplification and standardization, the
information to be learned is divided up into systems, creating a systemic
map in which the mind will access in order to make learning, recalling and
retaining information better. (Ertmer and Newby, 2013).
One application of a cognitive learning theory is the use of
mnemonic devices. Mnemonics is a systematic manner of grouping and
organizing of information in order to create a system that would otherwise

CASE STUDY
4
not be there. Its main purpose is to make a concept or set of concepts
easy to commit to memory and easy to recall from memory. A relevant
study made use of a specific mnemonic device, the Method of Loci,
indicated a significant increase in comprehension, ability and speed of
recall. Also a significant number of the respondents continued to use the
mnemonic device beyond the study. (Qureshi et al, 2013).
Another study geared towards the use of mnemonic devices showed
an increase of 77% in test scores when mnemonics were applied. It not
only affected test scores but also significantly improved learners recall,
retention and motivation in additional learning. (Lloyd and Abbey, 2009).
Visual aids in cognitive thinking and development supports the
process of digesting information better. By modifying the content in a
manner suitable to their level of comprehension, the students learn better
and faster. Visual aids allow for conceptual scaffolding, allowing the
learner to gain access to higher unlearned information to the already
existing base of knowledge in them. (Ramirez Garcia, 2011) .
Teacher instruction, live demonstration and visual examples are
some of the ways of integrating the knowledge to a learner through a
cognitive approach. Furthermore, by doing more intellectual processes
such as having a group discussion and further discussing the topic beyond
the basic definitions puts emphasis on the involvement of the learner and
therefore assists the cognitive approach of learning. (Ertmer and Newby,
2013).

CASE STUDY
5
Social Learning Approach
This study attempts to investigate if students and their teacher of
Social Studies, acknowledge the value and importance of classmates and
colleagues as a source of learning.

According to the theory of Social

Learning by Albert Bandura with his famous Bobo Doll experiment, to

learn, people does not rely exclusively on oneself, instead most often, a
learner learns by purposefully observing others, so that a learner can
formulate an idea of how new actions will be performed or as a guide for
future actions. The learner by observing others, learns through modeling
the actions and behavior of the selected model which usually include the
teacher, an adult or a chosen significant personality. The theory is closely
related to behaviorism as also external environment influences the
behavior of the learner and rewards, punishment or observed functional
value of the actions, will motivate the learner to imitate the actions and
behaviors of the model. Likewise, cognitive development theory is closely
associated as the learner undergoes internal mental processing where
attention, retention, reflection and reproduction of the action are highly
organized in the memory. Thus, social learning theory encompasses both
behavioral and cognitive theories.
The Social Learning theory as a significant concept for learning also
includes the concept of self-efficacy or the belief of a learner in ones
capability to perform or finish a task. By observing others performing or
finishing a task, the learner will be motivated to do the perceived difficult
task. This is exemplified by the motto If others can do it, I can also do

CASE STUDY
6
it! Therefore, if the school environment has effectively organized an
influential active, positive and harmonious learning ambience, the low
self-efficacy students and also the teacher will be encouraged to dismiss
complacency and mediocrity to improve performance.

Behaviorist Approach
According to Watson, J.B. (1913) behaviorism is observable and can
be correlated with other observable events. Thus, it is primarily a
measurable aspect of human behavior. The learning process, according to
Behaviorism, places the educator in a primary role wherein he adjusts the
learner's behavior and directs learning through drill and practice, through
habit-breaking, and punishment/reward.
Operant conditioning refers to any active behavior that operates
upon the environment to generate consequences (Skinner, 1953).
Behaviorism focuses on the importance of the consequences of those
performances

and contends

that

responses

that

are

followed

by

reinforcement are more likely to recur in the future. The learner is

characterized as being reactive to conditions in the environment as
opposed

to

Reinforcement

taking
and

an

active

punishment

role

in

are

key

discovering
components

environment.
of

operant

conditioning. Moreover, classical conditioning resembles an involuntary

response; it is sometimes referred to as signal learning and refers to
where the stimulus occurs just before the expected behavior is to occur
(Ormrod& Rice, 2003). For instance, if a child is constantly corrected in

CASE STUDY
7
their Social Studies subject recitation, the childs feelings of humiliation
may ultimately be replaced by a fear of participating in the recitation.
Behaviors can also be modified through a process of shaping. This
process

involves

the

presentation

of

reinforcement

approximations to the desired behaviors are displayed.

after

closer

This is clearly

shown in a study performed by Doe (2011). Shaping allows educators to

build those desired behaviors that come progressively closer to the one
they have selected as the final goal and reward them. Shaping is
considered as positive behavior reinforcement. On the other hand, escape
and avoidance are mostly associated to negative behavior reinforcement.
In escape learning, a behavior terminates an aversive stimulus. Avoidance
learning

always

includes

escape

behavior

and

is

appropriately

called escape-avoidance learning. Student learns to cope with the use of

behavior or response to avoid a stressful or unpleasant situation. The
behavior exhibited is to avoid, or to remove oneself from the situation.

Intelligence Approach
Intelligence and its complexity keeps on leading a number of
respected researchers over the years in this field to exploratory studies,
discoveries, significant findings and formulating diverse theories on
Intelligence and its relationship to learning.

According to Yekovich F.

(1994), Intelligence has been defined and studied under a number of

different rubrics, among them individual differences, cognitive abilities,
and aptitudes..

CASE STUDY
8
In this study, the focus will be on the following five (5) major
theories related to Intelligence - Concepts of Intelligence; Nurture vs.
Nature;

Intelligence

Quotient;

Emotional

Quotient

and

Multiple

Intelligences.
The Theory of Nature vs. Nurture is very controversial throughout
the history of mankind. The individuals belief about intelligence, is being
intelligent an inborn ability, in an individuals genes or is it develop by
various environmental factors. Intelligence Quotient (IQ) Theory is based
on the Binet and Simon intelligence test and Emotional Quotient (EQ)
Theory developed by Daniel Goleman (1995). However, these two (2)
mentioned

theories

have

been

debated

and

subjected

to

strong

arguments, questioning the validity of the notion wherein a persons

intelligence can be measured through these tests and also questioning if
the methods and approaches applied in measuring are reliable. Finally,
the Theory of Multiple Intelligences (MI) based on Howard Gardners
research Frames of Mind, The Theory of Multiple Intelligence (1983), he
proposed this groundbreaking theory, which suggests people have
different strengths and exhibit multiple kinds of Intelligences.He listed
nine

(9)

kinds

Interpersonal,

of

Intelligence

(Gardner,

Mathematical-Logical,

1999).

Verbal-Linguistic,

Intrapersonal,Musical,

Naturalist,

Visual-Spatial, Bodily Kinesthetic.All these five (5) major theoretical

frameworks in Intelligence and their interrelated effects on the learning
process will be carefully examined to attain sustainable data and facts.

CASE STUDY
9
Constructivism Approach
Constructivism Theory is constructing the childs own understand
and knowledge through experiential learning and reflecting on those
experiences. It is related to the prior knowledge and can change or
disregard the new information. Constructivism approach in the classroom
creates an active learning because it encourages students to use active
techniques such as experiments, solve real word problems to create more
knowledge and reflect about these activities. Students able to understand
and construct from preexisting conceptions and guides the task to address
them and build them. Piaget (1977) asserts that learning occurs by an
active construction of meaning, rather than by passive recipient.
As Coburn (1993) wrote, constructivist theory lends itself readily to
practical application.
According to constructivist, teachers encourage students to assess their
knowledge through thorough questioning and implement strategies.
Teachers facilitate them to acquire knowledge through the concept of
scaffolding, zone of proximal development and more knowledgeable other.
Vygostky emphasized that community plays a central role in making a
meaning process.
In fact, constructivism able the student to engage to apply their
existing knowledge and real-world experience, learning to hypothesize,
validate the theories and making conclusions. On the other hand, a
collaborative learning is a process of interaction that is mediated by the

CASE STUDY
10
teacher. Teachers guided them through effective directed questions and
clarification of concepts and information.
The best way to interpret constructivism approach in the classroom
is by observing examples at work, speaking and collaborating with other
and trying it and applying it in real world situation.
KEY QUESTIONS:
Cognitivism Approach
1. How do cognitive tools such as graphic organizers and mnemonic
devices affect students learning abilities?
2. How does engaging critical thinking skills affect students learning?
Social Learning Approach
1. Do the teacher create meaningful social activities for students that
promote social learning?
2. Does the teacher as a social model for students, feel supported by
colleagues, school administrators and the community?
3. Do the students acknowledge that they can learn from their peers?
4. Do the students recognize the teacher as a model and motivator for
learning?
Behaviorism Approach

CASE STUDY
11
1. What is the role of rewards and punishments and how do teachers
govern the behavioral aspect of the students towards having an
effective learning environment?
2. What are the strategies in managing and providing students a
desirable learning behavior to actively participate in their social
studies subject?
Intelligence Approach
1. What are the kinds of intelligences both the teacher and the
learners exhibit and practice in the Social Studies class setting?
2. What are the similarities and differences of the learners when it
comes to the extent of applying the Intelligence theories involved
in their learning?
3. How effective are the influences of these significant Intelligence
Theories in the students learning?
4. What are the key factors the teacher and the students want to
develop to achieve progress in the students learning in the Social
Studies educational setting?
Constructivism Approach
1. What are the range of activities that the Economics teacher
presented to his students to construct critical thinking skills or tacit
knowledge?
2. How does the teacher perceive constructivism approach towards her
lecture?

CASE STUDY
12
3. How do majority of the students participate in the classroom
activities?
4. What efforts facilitate Constructivism?

DATA AND BASIC INTERPRETATION:

Cognitive Theory
Learning Event 1

Teacher and students do not agree on using mnemonic

devices for studying Economics

Concept/
Principle:
What worked

What didnt work

Mnemonic Devices - Memory

The students believe that they need to use mnemonics
in order to memorize small and big chunks of
information
The teacher

didnt

believe

that

mnemonics

was

essential because the students need to focus on

comprehension of the lesson and not memorization
Mnemonics is not just a way to memorize definitions,

Explanation

unordered and ordered lists. Mnemonics are strategies

for encoding information with the sole purpose of
making it more memorable.

Prediction

(Quereshi et al, 2013)

Using a variety of different mnemonics may be applied
to assist comprehension for the students because
what most mnemonics
do is to impose meaning and structure to material that
would otherwise be meaningless and unstructured.
Additionally,

[Mnemonics]

do

so

by

making

CASE STUDY
13
associations between items to learn and items that are
already stored in long-term memory. Mnemonics
also force one to pay attention to relevant features of
the
material, and to process the material more deeply
than by
simply rehearsing it. (Quereshi et al, 2013)
It is recommended that the teacher introduce and
experiment with a few mnemonic devices that will
Recommendation

assist in the students comprehension and not just

memorization.

It

is

also

recommended

that

the

students conduct independent research on mnemonic

devices they can use for studying Economics.

Learning Event 2

Teacher and students do not agree on the use of visual

aids for studying Economics

Concept/
Principle:
What worked

What didnt work

Visual Organizers Information Processing

The teacher uses visual aids such as tables, diagrams,
drawings

and

dioramas

in

presenting

lessons

to

increase comprehension in the students.

Most students did not have a need to use visual
organizers other than their own notebooks and books
for studying Economics
Using visual/graphic aids/organizers is another direct

Explanation

application of the cognitive learning theory in order to

make information easier to understand, easier to

Prediction

remember, and faster to remember.

The use of visual aids has been studied to be subjective
in its effectiveness. One such study by Bell and Quazi
(2005) has proven that students preferences to visual
aids differ from subject to subject and from year level

CASE STUDY
14
to year level. Visual aids to be used in class should be
studied and selected carefully to accommodate the

Recommendation

kind of learners in the class to prove its effectiveness.

It is still recommended that the teacher use basic visual
organizers in some aspects of teaching but the
students do not heavily rely on them for the subject.

Learning Event 3

Teacher and students both agree on further discussing

Economics

through questions

that require

critical

thinking skills
Concept/
Principle:
What worked

Information Processing
The teacher evaluates the students comprehension
through

essay-type

discussions
However some
What didnt work

application

of

quizzes,

students
these

reporting

have

concepts

and

class

problem

with

through

an

essay

because they have an problem in initially learning the

lesson.
In cognitive psychology, some learning in secondary
domains will require a more direct instruction for
Explanation

deeper learning to occur which also involves extensive

exposure and practice. This is not the case for the
students with regards to Economics. The lesson and the
students require a more experiential form of learning

Prediction

as opposed to a cognitive approach.

Ertmer and Newby (2013) stated cognitive theories
emphasize making knowledge meaningful and helping
learners

organize

existing

knowledge

and
in

relate

new

memory.

information
This

process

to
is

stimulated through the use of essay questions by

combining new lessons with existing knowledge. The
cognitive process of the student deals with both in

CASE STUDY
15

Recommendation

order to effectively answer the question.

It is recommended that the teacher continue with
evaluation through essays.

Learning Event 4
Concept/
Principle:
What worked

What didnt work

The students are aware of their metacognitive skills

Metacognition
The students know what learning activities they think
will work well for studying Economics
The teacher doesnt utilize the students metacognitive
awareness

to

make

the

best

of

the

learning

environments they can thrive in

Metacognition constitutes the functions bringing about
a continuous analysis of one's thinking (Cox, 2009).
Explanation

The students are aware of and analyze their own

thinking skills by identifying which activities they think
will be beneficial for the subject. These activities
include class discussions, reporting and essay-type
quizzes and exams.
One of the specified principles of the cognitive
approach to learning is the active participation of the

Prediction

student. With metacognitive awareness, the learner,

together with the teacher, can adjust his learning
techniques in order to maximize effective learning.
(Ertmer and Newby, 2013)
It is recommended that the students and teacher

Recommendation

discuss the variety and kind of learning activities they

should engage in order to find where the students will
be most effective learners.

Social Learning Theory

Group Work
Although the students acknowledge the usefulness of working in a
group, majority still opt to study or work alone. As one student pointed out

CASE STUDY
16
I dont want to work in a group that will let me do all the work or not
because I am introverted or what but because I realized I needed to make
quality work alone especially now that we are only a step closer to
college and because I concentrate better when Im alone than in a
group. In contrast to the views of the students, group projects enable
students to develop skills important for the professional world (Caruso &
Woolley, 2008; Mannix& Neale, 2005) and to college success (Astin, 1997;
Tinto, 1998; National Survey of Student Engagement, 2006). A properly
guided group work, can solicit diverse important skills of learning for
students including: confront complex tasks by dividing the parts of the
problem

into

steps

and

tasks

among

the

members,

articulate

understanding of the complex topics through discussion, make visible

ones understanding and assumptions and develop communication skills.
More so, through group work, students can receive support and
encouragement from group mates, observe and find effective peers to
emulate, and develop their own views in relation to their group members.
Group work or study is seen by students as a
Learning Event

hindrance to quality output and an inhibitor to

effective learning. However asked if students think

they

learn

in

group

discussions,

majority

Concept/

enthusiastically said yes.

The concept of learning

Principle:

observation, confronting and modeling

What worked
What didnt

The value of group work was not properly explained

work

to students as an important opportunity for social

learning.

with

others

through

CASE STUDY
17
According to the Social Theory of Learning by Albert
Bandura, young children learn not only through the
transmission of knowledge by adults but also by
observing the environment and the individuals
Explanation

around them. Through observation, they emulate

the actions of the adult whom they see as a model
without the necessity of reinforcement or rewards.
This was exemplified in his Bobo Doll experiment,
where children emulated the aggressive behavior of
the adult without being instructed to do so.
Observer will likely pay attention to individuals
whom they perceived as similar to themselves.
More so, it is most likely that the actions of
observed model who had rewarding consequences

Prediction

from the actions will be most likely imitated by the

observer. Thus, it is of importance that teaching
pedagogy allows groupings for opportunities of
direct interaction among students to permeate
observational learning to occur inside the classroom
environment.
The teacher should assign complex and authentic
tasks where the students can directly interact with
each other and discuss problems related to their

Recommendatio
n

interests with tasks that have a real life meaning to

them. It must be likewise explained that group
work, team work and collaboration efforts are what
they will anyway encounter in their everyday life, in
college and in their work place thus it is more
effective to learn proper grouping skills in the
school with the guide of their teacher.

Effects of Personal Differences to Social Learning

CASE STUDY
18
In the social learning theory, it is said that most likely observers will
give their attention most often to models similar to themselves. In
particular, this study attempted to verify if differences in the interests and
hobbies of the students will be a hindrance to observe or listen to
perceived dissimilar personalities.
From the results of the interview, all of the respondents have
expressed their desire to try to communicate with peers who have
different interests and hobbies. As quoted from students I try to
communicate, I try to know them firstif Im not the type they want to
be with then I guess I have limited chance to get to talk with them or
spend time with them but I would try, even the anti- social student
Eugenio said I try my best to somehow be the same wavelength as them
. And one particular student dismissed altogether that personal
differences can affect social learning as quoted from her/him Its not hard
to relate to them. You just have to listen and understand their interests,
when you do comprehend it, you might not recognize that you have taken
a liking to it already.
Learning Event
2

Dissimilar interests and hobbies are not a hindrance

to student interaction and observation of peers.

Concept/
Principle:

Modeling, Observational Learning

Students are open minded and values interpersonal

What worked

relationships with the desire to communicate even

with classmates of dissimilar interests.

What didnt
work

CASE STUDY
19
According to the theory of social cognitive, learning
always take place and cannot be separated from a
Explanation

social context and that language is indispensable to

thinking and

reasoning which supports cultural

activities.

essence,

In

he

studied

how

social

environment can be significant as to influence the

learning process.
The teaching strategy that allows students to work
Prediction

together for a project, research or complex tasks

promote collaborative learning and even peer
teaching

through

the

guided

distribution

of

knowledgeable students.
The students having a positive insight regarding
interpersonal relationships are to the benefit of the
teacher

who

can

establish

productive

and

Recommendatio

effective collaboration in groupings to foster deeper

thinking through the exchange of ideas and views.

To pacify the worries of leaders that not all students
will participate with the task, the teacher can
introduce the concept of peer evaluation on the
group task.

The Effects of Social Environment

The students were asked if the schools environment is an important
factor to study and if their teachers are motivating them to study. Majority
of the students agreed that indeed the school is an important element
which according to them the ambience will force you to study major
factor that affects the concentration of students, whether the environment
is ideal and is providing comfort to students or an unpleasant environment
causing inconvenience to students, anywhere other than the school, I

CASE STUDY
20
find it very difficult because I get distracted very easily if Im not in
school. The effects of outside forces which affect the learning processes
are shared by both the behavioral and social learning theories wherein
visible change in behavior can be perceived and measured. In relation to
social learning theory, the social environment where a student is
supposed to observe and imitate actions can be shaped by the school by
creating conducive to learning environments. With regard to the teacher
as an element of the social environment, most students acknowledge the
teacher as motivating factor to study as quoted:they challenge our skills
in every way they can, and I find her effective because I learned
something new everytime we discuss in school. A teacher who is seen as
a motivator to learning will most likely be emulated by the students and
also serves as a builder of self -efficacy.

Learning Event
3
Concept/

The school environment and the teacher are

considered as motivators to study
Self -efficacy, imitation, observation

Principle:
The school has a conducive learning environment
What worked

and the teacher of Social Studies is seen as a

What didnt

motivating factor.
A student claimed that: some of them make a

work
Explanation

student to care less about his/her class.

The social learning theory by Albert Bandura (1977)
recognizes

behavior

as

learned

from

the

environment through the process of observational

CASE STUDY
21
learning. In educational context, the adults in
school, friends and most especially the teacher is
seen as the model to imitate
If the teacher of Social Studies is seen as a
motivator to study and is effective as a teacher,
Prediction

most likely he/she will be perceived as the model

for student to emulate most especially if actions of
the observing students will be reinforced by the
teacher.
As the teacher of this class is perceived as an

Recommendatio

effective

motivator

to

study,

the

pedagogical

strategy can include stretching the capacity of the

students to the limit of their zone of proximal
development.

Social Values and Social Involvement

The study attempts to investigate if social values have been learned
from the subject of Social Studies thereby denoting that the teacher has
effectively conveyed a positive attitude towards the course. Some of the
values learned were: unity, to preserve the culture, integrity and
quality of work, decision must be thought thoroughly. The study also
investigated the social involvement of students in different organizations
of the school which exemplifies if students constructively apply their
interpersonal skills by joining actively in the clubs of the school.
Learning Event

Social values have been learned and most of the

students are actively involved in various clubs of

Concept/

school.
Social

Principle:

belongingness, Self-efficacy, social persuasion

What worked

Students are actively involved in the various clubs

Cognitive

through

the

sense

of

CASE STUDY
22
of the school such as school paper, varsity team,
math club, dance troupe and digital arts.
Social values are learned from the subject of Social
Studies
A particular student Eugenio, has no involvement in
What didnt

any clubs of the school but has expressed desire to

work

participate: I dont belong to anything and it is

quite sad.
Social cognitive is the sub category of cognitive
theory which focuses on the effects of others in our
behavior and by seeing the positive consequences
of the actions of the model, same actions will be
most likely be followed (vicarious learning). More

Explanation

so, individuals are most likely to follow those

models perceived to have commonalities and/or
emotional attachments with the observer. While self
-efficacy refers to the belief of ones individual in
his/her capacity to perform with the help of social
persuasion which is thought to persuade a person
to believe he/she has the capabilities or skill to
perform a task through encouragement.
Students through the sense of belongingness and
modeling, will be most likely to participate in the
various clubs organized by the school and if the
accomplishments of the students are favorably

Prediction

acknowledged,

then

most

likely

students

will

continue to join the activities initiated by the

school. Belonging to the different clubs, students
will acquire self -efficacy through social persuasion
when confronting complex tasks and by having
multiple exposures to students who successfully

Recommendatio

surpassed difficulties.
It is recommended to continually analyze the

CASE STUDY
23
interests of the students and promote involvement
in various clubs. For the particular student Eugenio,
it is highly recommended to encourage him to

participate in at least one club or perhaps he can

initiate himself to set up a new club closely related
to his interest otherwise he will be precluded of the
opportunity of learning through others.

The Smartest of the Class as a Social Model

If

learning

can

be

influenced

by

the

environment

through

observation by using the modeling process, this study verified if the

smartest of the class is considered as a model and if all of his/her actions
are emulated by the class. As a result, majority replied that they might
model some of the actions but not all and has stressed the importance of
not identifying oneself with that of others : it is good to idolize him/her
but majority of the intelligent people who earn high grades are commonly
grade conscious, that particular reason or action is the negative one for
me, one should learn that we learn from mistakes & failures, not
everything, only some of it because you might end up not being you, I
know what makes my mind work, and I will do most things my way. The
replies are varied but one in particular has stated that he will follow the
smart model: Ill be honest Im envious, I will do what he do to have a
high grades. Though the sole follower of the model, it can be deduced
that all of the class observes the action of the smart peer. More so, a
remark by a student regarding the significant personalities from the

CASE STUDY
24
subject of Social Studies are considered as models of behavior : I strive to
follow in heroes footsteps and to avoid wrong choices.
Learning Event

Observing and modeling the actions of the smart

peer and significant personalities are looked upon

Concept/

by students.
Modeling, Observational Learning

Principle:
All students observe the actions of the smartest in
the class to which one confessed that he/she will
What worked

model the behavior and a student has mentioned

that heroes from Social Studies are perceived as

What didnt
work

models of behavior.
The smartest of the class is always perceived as
grades conscious instead of being an achiever.
In social learning, successes of the modeling
process are defined by four steps namely: attention,

Explanation

retention, reproduction and motivation. If all the

four steps are not achieved then observation
learning has not been effectively implemented. In
effect, not all observed behaviors are effectively
learned
If attention is not fully dedicated and a novel
situation is perceived then most likely observation

Prediction

will be distracted. In addition, for observational

learning to be effective, the observer must perceive
a rewards system or punishment for negative
behaviors in order for observational learning to be

Recommendatio

effective.
The teacher must emphasize high grades as a

result of efforts, advancement and an academic

achievement so that students will not perceive it as
negative and only for grade conscious. If behavior

CASE STUDY
25
of the smart peer is rightfully motivated and
rewarded, observing students will most likely follow
the study habits of the smart student.
Collaborative Learning, Peer Teaching, Brainstorming
The teacher acknowledges the importance of creating meaningful
group activities for students to have opportunities of social cognitive
learning. Direct interactions during class discussions are encouraged and
contrary opinions are welcome different opposite opinions are welcomed,
makes it even more interesting . Also to solicit innovative and
constructive ideas beyond learning outcomes prescribed, brainstorming is
suggested by the teacher as an effective tool.

The teacher is also

cognizant of the fact that organization of socio cultural events is part of

the educators responsibility.
Learning Event

Social cognitive activities are encouraged by the

teacher through class discussions and interactions

Concept/

and encourages democratic classroom.

Observational Learning for students

Principle:
As the teacher acknowledges the importance of
What worked

group work, and encourages interactive learning,

students will have more opportunities to observe
the actions of peers.

What didnt
work
Related to the concept of social cognitive theory ,
Explanation

learning through the construction of knowledge is

specifically related to the social concept of learning

Prediction

and emphasis is given on collaboration of learners

More opportunities of group interactions will allow

CASE STUDY
26
students to interact and observe more their peers.
To implement the collaborative learning and peer
Recommendatio

teaching as mentioned by the teacher, the

advantages and resources of such strategies must

be explained well to students so that collaboration
will be successful.

Collaborative Teaching, Professional Development, Support of Parents and

Faculty
Effective teaching is affected by many situations to which common
elements are the ineffective support of the school administrators for the
professional development of teachers, the lack of collaborative sharing of
teaching practices among the faculty, the unproductive faculty meetings
and agendas, lack of support of the parents, lack of convened guidelines
and expectations for the conduct of the faculty. If the teachers are
stressed and burned out, effectiveness of teaching is affected and
consequently the learning of the students. One of the purpose of this
study is to verify if the teacher of Social Studies receives collaborative
support from the school administrators, parents and the community and
to know what factors may influence the teachers self-efficacy.
Learning Event
7
Concept/

Teacher relies on own self for teaching and some

factors are affecting self- efficacy.
Self -efficacy

Principle:
The school faculty has an open door policy for the
What worked

parents and meets with them on designated regular

consultation. The faculty revisits every start of the
year, the guidelines on norms and expectations.

CASE STUDY
27
The teacher relies on own self for teaching though
interested

to

share

teaching

practices

with

colleagues and admitted that it is inevitable that

we have several preparations which may affect
What didnt

quality of teaching, there is no budget to attend

work

seminars

for

professional

development

is

preoccupied with the marketing strategy of the

school to promote more enrollees and is not
involved

in

any

organizations

or

community

services.
Self- Efficacy is a persons belief in his/her capacity
Explanation

to succeed in a particular situation or task. These

beliefs are then believed to affect how a person
think, feel and behave thus can affect behaviors
and even motivation
Persons with weak self-efficacy focus on negative
insights and personal failures, avoid difficult tasks

Prediction

and easily loses confidence in ones capacity.

Moods, emotional states and stress level can
impact on a persons self -esteem in a particular

Recommendatio

situation.
The teacher has expressed an interest to share

teaching practices to colleagues thus collaborative

research can be organized to form a community of
learners wherein the school itself will be the
laboratory of professional development of teaching
instead of outside seminars. The collaborative
practice of teaching will strengthen the cooperation
of the faculty thereby increasing self- efficacy as
unity has been fostered among teachers. It is
likewise

recommended

to

the

teacher

to

be

involved in any organization or community services

for personal development and to develop lifelong

CASE STUDY
28
learners skill.
Behaviorist Theory
Based on their social studies teacher, during class discussion,
students who actively participate and cooperate receive praises and
recognitions. In contrary, students who regularly miss the discussion and
shows undesirable behavior were being called their attention and
sometimes, send out of the classroom as their punishments. Moreover,
most students who failed to meet the deadline usually take the risks and
its consequences due to their unnecessary actions. Furthermore, in terms
of group activities, members who does not contribute usually they talk to
them and for some degree, they might face the consequences like
removing from the group if necessary.
Learning Event

Learning through mobilization of reinforcement and

1
Concept/

punishment.
Operant Conditioning

Principle:
Teachers imposed rewards for students desirable
behavior inside the classroom; on the other hand,
What worked

receives punishments for any undesirable behavior.

Likewise,

What didnt
work
Explanation

students

reflect

on

reinforcement

whenever they have group or class tasks.

Due to the connotation of the word negative,
teachers get confuse with the use of negative
reinforcement and punishment.
According to Skinner (1938), learning is a result of
change in overt behavior. Changes in behavior
occurs as a response with the use of reinforcement
in

desired

response,

in

which,

positive

reinforcement is the result of desired behavior; in

CASE STUDY
29
contrary, a negative reinforcement is the result of
undesirable behavior, thus, providing consequences
towards

the

individuals

untoward

behavior.

Moreover, punishments help to modify the behavior

towards learning by removing or reducing its
undesirable behavior.
Behaviorism focuses on the importance of the
consequences of those performances and contends
that responses that are followed by reinforcement
are more likely to recur in the future (Winn, 1990).
Reinforcement
Prediction

components
reinforcing,

and
of

punishment

operant

such

as

are

conditioning.

praising

or

key

Positive

rewarding,

strengthens a certain behavior, while negative

reinforcing involves the removal of an outcome
after the display of a certain behavior. In both
cases, the behavior increases (McAllister et al.,
1969).
Teachers must to continue the use of more positive
reinforcements to boost students eagerness to
actively

participate,

for

instance

by

receiving

Recommendatio

incentives and recognitions; thus, any undesirable

behavior can be done by allowing students to

explain their side and talk to them privately;
likewise,

implement

necessary

punishment

depending on the severity of his untoward behavior

accordingly.
In this learning event, teachers motivate in managing their students
to have a desired learning behavior by encouraging them to read different
references and materials. They established positive relationship with their
students to lessen the undesirable behavior. Thus, students way of

CASE STUDY
30
responding to their shaping behavior shows whenever they have group or
class activities wherein in a diverse class they deal with differences,
misunderstanding and conflicts with their classmates or group mates in
which, they established a positive behavioral response by talking with
them, having an open forum and accepting criticisms and opinions for
their own self-growth. On the other hand, some students tend to let go the
conflict and disagreement and they adjust and adapt with the situation.
Moreover, students shared positive behavior by giving inspirational
thoughts and advise with their fellow classmates to boost in studying
hard.

Learning Event
2
Concept/

Learning by shaping a desirable behavior.

Shaping

Principle:
Teachers used shaping for student to engage in a
What worked

What didnt
work
Explanation

Prediction

certain desirable behavior that is infrequently or

never displayed by the students.
Progress in shaping is not always linear; the student
does not always proceed from one behavior to the
next in a continuous, uninterrupted flow.
Shaping is a process that involves the presentation
of reinforcement after closer approximations to the
desired behaviors are displayed.
Shaping increased the students

behavior

to

demonstrate

or

task

by

of

the

reinforcing

desired

successful

behavior

approximations

Recommendatio

behavior.
Teachers should know the mechanisms to manage

student behavior, motivate student achievement,

CASE STUDY
31
and create safe and nurturing classroom climates.
Teachers should focus more time, attention, and
energy on acknowledging responsible behavior than
on responding to misbehavior.
Social Studies teacher stresses the need to have consultation hours
to modify lessons for students who they identified needs special attention.
With this teachers can provide appropriate assistance for the students. In
terms of dealing with students who displays consistent behavioral
problems, teachers gives specific action and consequences based upon
the behavior exhibited by the student. They also do necessary action for
student who confided important information about the class activity or
exam. On the other hand, being optimistic and having self-confidence is
the way of students in maintaining positive attitude when they experience
difficult situation in the class.

Learning Event
3
Concept/

Learning through the use of association.

Classical Conditioning

Principle:
Teachers way of using association to provide
What worked

appropriate assistance to behavioral needs of the

students and in order to have the expected
behaviors.
Students who have learned to associate threatening

What didnt

or fearful situations with classroom experiences can

work

have a more difficult time when he or she

encounter difficult situation in the class.

CASE STUDY
32
Classical conditioning theory involves learning a
new behavior via the process of association. In
simple terms two stimuli are linked together to
Explanation

produce a new learned response in a person. It

resembles

an

involuntary

response;

and

is

sometimes referred to as signal learning and refers

to where the stimulus occurs just before the
expected behavior is to occur (Ormrod& Rice,
2003).
If the teacher is consistent and repetitive with the
stimuli eventually the students will come to learn to
Prediction

behave properly through classical conditioning.

Classical conditioning can occur unintentionally. Too
frequent exposure to humiliation, failure, or other
negative feedback may lower in individuals self-

Recommendatio
n

confidence and lead to withdrawal.

There is a need for teachers to make sure that
students associate positive emotional experiences
with learning. Student must be conditioned in a
positive manner.

According to the students taking up social studies subject there are

certain unique coping techniques they exhibit in dealing anxiety in the
classroom. Staying focus despite facing stress is their primary way of
coping to the stressful situation in the class. In terms of confronting issues
with their classmates, students remain being true and transparent amidst
misunderstanding.

Learning Event
4
Concept/

Learning through the use of aversive conditioning.

Escape and Avoidance

CASE STUDY
33
Principle:
The student learns to cope with the use of behavior
What worked

or response to avoid a stressful or unpleasant

situation. The behavior exhibited is to avoid, or to
remove oneself from, the situation.
Even though this behavior coping strategies are

What didnt
work

highly reinforcing because they remove or diminish

the unpleasant symptoms. Unfortunately, they do
nothing to prevent the symptoms from re-occurring
again and again in the future.
Escape learning and avoidance learning refers to
two types of aversive control tactics, which are
ways to motivate behavior by the threat of an

Explanation

unpleasant consequence (Denny,2010). Escape and

Avoidance learning is simply doing something to
prevent

an

undesirable

consequence

from

occurring. The behavior is to avoid, or to remove

oneself from the situation.
People felt so compelled to avoid anxiety-provoking
stimuli; or failing that, escape from the stimuli. The
avoidance of anxiety-provoking stimuli resulted in
Prediction

the

removal

of

unpleasant

emotions.

Thus,

avoidance becomes a reward and reinforces the

behavior of avoidance. Avoidance and escape are
associated to negative reinforcement. The removal
of unpleasant symptoms leads to an increase in
that behavior.
Students must be very particular with regards to

Recommendatio

determining their own coping styles in facing

stressful events in the classroom.

Thus, teachers

should work hand in hand with the students and

provide assistance when needed.
Intelligence Theory

CASE STUDY
34
In this vignette, the teacher interview provide vital information
about what Multiple Intelligences theory actually mean to the teacher,
how the Intelligence variations in which the learners utilized to fit into
their learning ways, the identification of the varieties and the extent of
application of Multiple Intelligences the teacher is aware that her students
have and the perspectives and class observations of the teacher on how
the students Multiple Intelligences (MI) vary and mostly exhibit in the
Social Studies subject. The following interpretation and analysis of data for
Teacher Interview is based solely on the answers and written statements
of the Social Studies-Economics teacher. (Please see attached TeacherInterview Questionnaires on Appendix __).
Learning Event
1
Concept/

Each learner has different learning styles so thus

their intelligence also differs from one another.
Multiple Intelligences (M.I.)

Principle:
The teacher identifies and perceives students as
learners that have intelligence variations, for her
they are individual learners; she notated a key
factor in her response in one of the questions about
What worked

Multiple Intelligences Theory;

Teachers

Response:

differences

and

assessment

of

Students
cannot

their

have

make

intelligences

individual
a

general

based

on

Howards M.I. (Multiple Intelligences) Theory. This

should be done individually not as a group.
What didnt
work
Explanation

According to Howard Gardeners Theory

(Intelligence Reframed (1999) people have different

CASE STUDY
35
ways of learning and solving problems. Gardner
proposed this groundbreaking theory, which
suggests people have different strengths and
exhibit multiple kinds of Intelligences. He listed nine
(9) kinds of Intelligence (Gardner, 1999).

Verbal-Linguistic Intelligence

Mathematical-Logical Intelligence

Musical Intelligence

Visual-Spatial Intelligence

Bodily-Kinesthetic Intelligence

Interpersonal Intelligence

Intrapersonal Intelligence

Naturalist Intelligence

Existential Intelligence
Multiple Intelligences Theory claims that each
Prediction

learner has different ways of learning and solving

problems. Learners are all born with potential to
develop a multiplicity of Intelligence.
The teacher should identify and be actively aware
of the similarities and differences of the students

Recommendatio

intelligence which they utilize in their learning. In

finding these differences and similarities teacher

can plan and facilitate her lessons wherein more
effective learning can be promoted and integrated
in class.
The teacher specifically identified the similarities

Learning Event

of the learners when it comes to the extent of

applying the Intelligence theories involved in their

learning process particularly, in the Economics class

Concept/

setting.
Interpersonal Intelligence

CASE STUDY
36
Principle:
The

teacher

identified

the

similarities

of

the

students intelligence according to her most of the

What worked

students are people smart.

Teachers Response: Most of the students are
people

smart.

They

relate

well

with

their

classmates especially in class projects.

What didnt
work
People smart (Interpersonal) according to Gardner
Explanation

(1999), are those who learn through relating to

others by sharing, comparing, and cooperating.
Interpersonal learners can make excellent group
leaders and team players.
On being people smart learners, students can share
their ideas and opinions with their fellow learners

Prediction

and teacher. The core of learning is centered to the

students instead of having a teacher centered
approach. Thus the value of the students learning is
experience since they are directly, mainly involve in

Recommendatio
n

the learning process.

The teacher should continuously and effectively
apply Collaboration as a way to develop and
actively

engaged

students

learning

process

particularly in a Social Studies class setting.

The teacher specifically identified the differences
Learning Event

of the learners when it comes to the extent of

applying the Intelligence theories involved in their

learning process particularly, in the Economics class

Concept/

setting.
Verbal-Linguistic Intelligence

Principle:

Logical-Mathematical Intelligence

CASE STUDY
37
Students have different learning styles so thus their
intelligence also differs from one another. Some
What worked

students are good in performance tasks and some

are good in written task. Some are word smart and
others are number smart.

What didnt
work
Word

smart

(Verbal-Linguistic),

according

to

Gardner (1999) are students who possess this

learning style learn best through reading, writing,
listening, and speaking. Verbal students absorb
Explanation

information by engaging with reading materials and

by discussing and debating ideas. Logic smart
(Logical-Mathematical), are students who exhibit
this type of intelligence learning by classifying,
categorizing,

and

thinking

abstractly

patterns, relationships, and numbers.

Verbal-Linguistic
Intelligence
and

about
Logical-

Mathematical Intelligence are very important kinds

of intelligences to be utilized in an Economic class.
Prediction

Verbal-Linguistic Intelligence because Economics

involves a lot of reading, writing and explaining.
Logical-Mathematical Intelligence because some
lessons involve computations and making logical
conclusions.
Try raising more critical thinking questions and class

Recommendatio

activities that will promote the application of

students Verbal Linguistic Intelligence and LogicalMathematical Intelligence, since these are the best
ways students can improve their learning ways.

Narrative
In this vignette, this report presents the findings of the Student Interview
that consists of a series of and student structured questionnaires for

CASE STUDY
38
Intelligence Theories in the Social Studies class educational setting. .The
rationale behind the interview analysis of the study was to provide more
contextualized and more in-depth insights into how the the students
perceive the identification, thorough understanding and the extent of the
application of Intelligence Theories in their own process of learning
engagement. Whereas the Teacher-Student Interview Questionnaires
provided information about the five (5) Major Theories related to
Intelligence. (Please see attached Theoretical Background).

Learning Event # 1
Students as individual learners identified they possess their own
multiplicity of intelligence.

CONCEPT OR PRINCIPLE(s)
phrase/ word

MULTIPLE INTELLIGENCES (M.I.)

What worked (if any)

1 sentence
___________________________________

Application of students of their own

kinds of intelligence in their learning.
All of them can identify their own
intelligence how it is similar and
different from their classmates.

What did not work (if any)

1 sentence
___________________________________

A few students although they are

aware and have identified their own
kinds of intelligence, few were not
applying it for their learning because
of some distractions and laziness to
understand the topics and lessons in
class.
Example Student Response:
I think most of us have the same
rate of picking up data, like a lesson
or something. Its just that others
are either too easily distracted by
other things or are too lazy to even
try to understand a topic.

CASE STUDY
39

Explanation (Accdg to theory)

3 sentences
___________________________________

According to Howard Gardeners

Theory (Intelligence Reframed
(1999) people have different ways of
learning and solving
problems. Gardner proposed this
groundbreaking theory, which
suggests people have different
strengths and exhibit multiple kinds
of Intelligences. He listed nine (9)
kinds of Intelligence (Gardner, 1999).

Verbal-Linguistic Intelligence
Mathematical-Logical
Intelligence
Musical Intelligence
Visual-Spatial Intelligence
Bodily-Kinesthetic Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalist Intelligence
Existential Intelligence

Prediction (Accdg to theory)

3 sentences
___________________________________

Students are different set of

individuals that have different ways
of learning through different ways of
utilizing their own set of intelligences
at the same time they also have
different needs as they prepare and
engage themselves in the learning
process. Learners who are aiming to
reach target learning goals set in the
class. As it is stated, Multiple
Intelligences Theory claims that each
learner has different ways of learning
and solving problems.

Recommendation(s)
1-2 sentences
___________________________________

The learners should actively utilize

their own set of intelligences for
their own learning. Awareness and
identification of the multiplicity of
intelligence they exhibit will be
useless unless they apply and
continuously nurture their own
intelligence to achieve progress and
meet the learning objectives set in

CASE STUDY
40

their lessons and interpersonal

goals.

Learning Event #2
Students identified their individual belief about intelligence, is being
intelligent an inborn ability or in an individuals genes or is it
develop by various environmental factors.

CONCEPT OR PRINCIPLE(s)
phrase/ word

NURTURE VS.NATURE

What worked (if any)

1 sentence
___________________________________

Most students have the notion

wherein Intelligence can be
inherited.

What did not work (if any)

1 sentence
___________________________________

Only a few students perceived that

Intelligence can be affected by
environmental factors.

Explanation (Accdg to theory)

3 sentences
___________________________________

The theory of Nature vs. Nurture is

concerned with the extent to which
particular aspects of intelligence are
a product of either inherited (i.e.
genetic) or acquired (i.e.
environmental factors). In this
theory, it is very significant to
determine the perspective of
students about their own intelligence
correlating to the theory of
intelligence nature vs. nurture. The
term Nature versus Nurture, was
first used by Francis Galton in 1871

CASE STUDY
41

(Harris, 1998). Intelligence concept being intelligent is an inborn ability

or in an individuals genes or is it
develop by various environmental
factors.
Prediction (Accdg to theory)
3 sentences
___________________________________

As it has always been debated if the

genetic components or hereditary
traits are the major factors in having
intelligent genes or is it the different
learning process that one has to go
through in his or her entire life.

Recommendation(s)
1-2 sentences
___________________________________

Students should have further

understanding about intelligence
that both genetic and environmental
factors can influence their process of
learning.

Learning Event # 3
The quantity of learners was identified who are those who have the
perspective wherein Intelligence can be measured, by determining
the number of students who are willing to take or have taken the
Intelligence and Emotional Quotient Test. These two theories are
mainly focusing on the notion where intelligence can be measured.
CONCEPT OR PRINCIPLE(s)
phrase/ word

INTELLIGENCE QUOTIENT (IQ)

What worked (if any)

1 sentence
___________________________________

Students are aware of these theories

of measuring an individuals
intelligence by taking the
Intelligence Quotient Test and

EMOTIONAL QUOTIENT (EQ)

CASE STUDY
42

Emotional Quotient Test.

What did not work (if any)
1 sentence
___________________________________

Most students have not taken the

Intelligence Quotient Test and
Emotional Quotient Test even though
they are aware of these kinds of
intelligence test.

Explanation (Accdg to theory)

3 sentences
___________________________________

Intelligence Quotient (IQ) Theory is

based on the Binet and Simon
intelligence test. Through the use of
simple tasks to distinguish children
who would do excellent in school
from those who would not. They
used mental age to distinguish
excellent from dull children. Lewis
Terman revised Simon and Binets IQ
Test and published his version known
as the Stanford - Binet test ,
performance was described as an
intelligence quotient (IQ) which was
implies the ratio of mental age to
chronological age multiplied by 100:
The formula is IQ=MA/CA x 100.
Emotional Quotient (EQ) Theory was
developed by Daniel Goleman
(1995). It was based on the
psychological theory, Emotional
Intelligence by Peter
Salovey and John Mayer. According
to Mayer & Salovey (1997),
"Emotional intelligence is the ability
to perceive emotions, to access and
generate emotions so as to assist
thought, to understand emotions and
emotional knowledge, and to
reflectively regulate emotions so as
to promote emotional and
intellectual growth.

CASE STUDY
43

Prediction (Accdg to theory)

3 sentences
___________________________________

According to these two (2) theories

the intellectual ability of an
individual can be measured. What is
the better predictor of the success of
an individual, the IQ or the EQ?
The IQ (Intelligence Quotient) tests
can be used as an indicator of logical
reasoning ability and technical
intelligence. The EQ (Emotional
Quotient) tests can be used as an
indicator of ones awareness of their
own feelings and those of others,
regulating these feelings using
emotions that are appropriate and
can be effectively applied to
different situations, selfmotivation, and building
relationships to others.

Recommendation(s)
1-2 sentences
___________________________________

Students should try to take and

check the results of their Intelligence
Quotient Test and Emotional
Quotient Test to have more ideas on
how to perceive their own
Intelligence by trying the test related
to these theories. However students
should be aware that these theories
have been debated and subjected to
strong arguments, questioning the
validity of the notion wherein a
persons intelligence can be
measured through these tests and
also questioning if the methods and
approaches applied in measuring the
intelligence are reliable.

Constructivism
In this vignette, the teacher evaluates her students through giving
essay questions. She gives situational problems to the students. On the
other hand, students answered and constructed their answers in applying
real life situations. The teacher conducts oral recitations and probe more

CASE STUDY
44
questions for clarifications. However, some of the students easily give up
if they dont know the answer even if the teacher is not saying You have
a wrong answer. The teacher tries to ask more questions until the
student gets the right one. The teacher does not encourage the students
to memorize statements or words without understanding them.
Learning Event
1
Concept/

Teachers and students engage in essay questions

that relate in real life situations.
Zone of Proximal Development

Principle:
Teachers type of questioning is through essay
What worked

question that students need to apply and relate it in

real life situation.

What didnt
work
In

constructivist

classroom,

learning

is

constructed Students are not blank slates upon

which knowledge is etched. They come to learning
situations
Explanation

ideas,

with

and

knowledge

already

formulated

understandings.

is

the

raw

material

This
for

knowledge,
previous
the

new

knowledge they will create. According to Vygotsky,

humans use tools that develop from a culture, such
as speech and writing, to mediate their social
Prediction

environments
Constructivism claims that each learner constructs
knowledge individually and socially. The "glue" that
holds

the

constructs

together

is

meaning.

Knowledge is not "out there", as the realist

philosophers such as Plato claimed. Knowledge is
always an interpretation of reality, not a "true"
representation of it. Internalization of these tools

CASE STUDY
45

Recommendatio

led to higher thinking skills

The teacher tries to read at least 3 entries from

students output to give enlightenment how to do

essay type with proper and sensible entries.

Learning Event
2
Concept/

Teachers probe more questions to the student.

Motivation

Principle:
What worked
What didnt
work
Explanation

Teacher never stops until she gets the right answer

and when she does she stops.
Easily give up when the student doesnt know the
answer.
Social cultural approach contends that motivation is
social in nature. It puts emphasis on social context
and individual personal choices.
Constructivists have also seen motivation as a key
component of learning.

Prediction

It not only helps learning, but it is essential for

learning.
It includes the understanding of the ways in which
the possessed knowledge may be used by the

Recommendatio

learners.
The teacher might use other alternative to let the

learners express more their ideas such as debate.

Encourage student to answer the question.
In this vignette, the Economic teacher stresses that her teaching

methodology includes explaining the topic first and divide the students
into groups to discuss what she had explained. She also like oral
recitations and students are active in answering it. Students like group
work activities so to enhance their critical thinking with regards to subject
matter. Both the teacher and students commented that if the group

CASE STUDY
46
members are all active participants it makes their learning fruitful.In
addition, the teacher said, I will tutor students who did not able to
understand the lesson after or during the class.
Learning

Event Teachers and students are engaging in group

discussions

wherein

Concept/

another.
Learning is active

students

collaborate

one

Principle:
What worked
Engagement of students in discussion and lectures.
What
didnt Some students are passive learners. They just
work

depend on their group mates.

The teacher coaches, moderates, suggests, but
allows the students room to experiment, ask
questions, try things that don't work. Learning
activities require the students' full participation (like
hands-on experiments). An important part of the

Explanation

learning process is that students reflect on, and talk

about, their activities. Students also help set their
own goals and means of assessment. According to
Roschelle and Teasley (1995): Collaboration is a
coordinated, synchronous activity that is the result
of a continued attempt to construct and maintain a
shared conception of a problem (p. 70).
So

Prediction

active

learning

was

not

lecturing,

not

transmitting information and knowledge to passive

Recommendatio

students, not teacher centered.

Try more open-ended questions and activities to the

students.

Learning
3
Concept/

Event Teacher is willing to tutor students during or after

the class.
Tutoring

CASE STUDY
47
Principle:
What worked
What
didnt
work
According to constructivism, the student becomes
the center of attention. Learning revolves around
them and uses their personal skills and level to
Explanation

drive

the

Therefore,

lesson
the

use

progression
of

tutors

and
or

content.

peers

in

constructivist classroom is a pivotal addition to their

education. It can be a new challenge for them, as it
involves having a lot more responsibility for their
own progress.
Constructivism provides the theoretical framework
which enables tutors to help students learn to

Prediction

utilize

problem-solving,

self-monitoring,

and

metacognitive strategies to accurately construct

Recommendatio

new information into their knowledge bases.

Teacher should identify those students (passive

learners) to ask if they are having hard time to

understand the lesson so that she can tutor them.
In this vignette some students, prefer to do activities alone rather

than group works. Both the teacher and learner perceived that passive
learners usually dont contribute well. On a positive note, learners
perceived it as a way for them to explore and express their own ideas by
reflecting their own experiences and understand towards Economics. They
think that it will let them grasp more informations and concepts in their
own words. The teacher probe more questions whenever she is not
satisfied with the answer so that she can extract more information.
Learning

Event Teacher encourages them to do self-assessment

CASE STUDY
48
4

and self-regulation of what transpired in their

Concept/

activity.
Learning is reflective.

Principle:
Activities such as immersion provided by the
What worked

teacher for self-analysis, self-regulation, reflection

and awareness.
didnt Lack of materials to use during reflection stage or

What
work

assessment.
Students control their own learning process, and
they

lead

the

way

by

reflecting

on

their

experiences. This process makes them experts of

their own learning. The teacher helps create
situations where the students feel safe questioning
Explanation

and reflecting on their own processes, either

privately or in group discussions. The teacher
should also create activities that lead the student to
reflect

on

his

or

her

prior

knowledge

and

experiences. Talking about what was learned and

how

it

was

learned

is

really

important.

When students apply new found interests and

knowledge to relevant, real-life scenarios they are
Prediction

demonstrating a constructed understanding of the

knowledge. Children may make mistakes in how
they construct or combine elements of information

Recommendatio

but this is all part of the learning process

Asked students to do journal writing for them to be

able to practice self-assessment and organize

details about the experience.
In this vignette, Economic students do group discussion. They like to

collaborate with their classmates because it they can learn from each
other. The teacher divides the topic into sub-parts and each part is given

CASE STUDY
49
to a group. They need to discuss it and after learning it. The group will
discuss it to the class. The learning product is precious if all members are
participating one another.
Learning

Event

5
Concept/

Teacher encourages group discussion.

ZPD; MKO

Principle:
What worked
Students do group discussions.
What
didnt There are passive learners.
work
In constructivism, students learn about learning not
only through themselves but also from their peers.
When students learn something from their peers,
Explanation

they acquire more knowledge and able to reflect

together their learning process. According to social
constructivists, knowledge grows directly out of the
interaction.

Social interactions and involvement

with others are very important aspects in the

process of knowledge building and construction
Social Constructivism emphasizes that learning
takes

place

students,

through

teachers,

interactions
and

the

with

other

world-at-large.

(Vygotsky). In the process, the participants develop

not
Prediction

only

personal

knowledge

understandings as well.

but

shared

If Piaget focused on

individual cognition, Vygotsky focused on the child

embedded in a sociocultural context, which values
collaboration, social interaction, and sociocultural
activity.

In addition, culture defines what the

society values and considers important. ( Santrock,

Recommendatio

2011, pp. 333-334; McLeod, 2007

Teacher should check also their activity or task by

checking

each

group

development.

Try

to

CASE STUDY
50
encourage passive learners.
In this vignette, teachers activity in achieving in relating the
present discussion is to immerse the students in a real life situation. The
teacher believes that associating the lesson into application will basically
give the students high critical thinking skills. For example, students are
exposing actual scenario by going to supermarket and public market to
compare each prices and goods.
Learning

Event Immersion activities are being experience of the

6
Concept/

students and part of instruction of the teacher.

Experiential learning

Principle:
What worked
What

Learners understand more about the topic after the

activities such as immersion and exposure.

didnt

work
Students have ideas that they may later see were
invalid, incorrect, or insufficient to explain new
Explanation

experiences. These ideas are temporary steps in

the

integration

teaching

takes

of
into

knowledge.
account

Constructivist

students'

current

conceptions and builds from there.

Bruner essentially designed a teaching strategy to
help students (or any learners) understand and
construct or expand upon their knowledge. The first
principle is that in order for learning to take place
Prediction

the instruction must incorporate relevant material

that draws the learner in by way of interest. Next,
instruction must be based on what the students is
ready to learn. Essentially this means that the
instruction should be based on the student and
their current knowledge base.

CASE STUDY
51

Recommendatio
n

Teacher

proposed

yearly

field

trip

of

places/environment that can help her students

knowledge in a specific difficult topic.

This vignette talks about the teacher who uses games, contests,
role-playing, film-showing, AVP and creative projects in presenting the
lesson. She also applies field work, survey and actual selling to let the
student more involve in their learning process. Students were able to
engage more in learning Economics. Students also verify that aside from
books, they also used Internet, books in the library, and printed references
to earn more information in answering activities.
Learning

Event Using modern technology as a substitute for

7
Concept/

primary sources in obtaining information.

More Knowledgeable Other

Principle:
What worked
What

Students use internet as their other sources when it

comes in understanding Economics.

didnt

work
According to cultural constructivists, those tools are
Explanation

used to redistribute the cognitive load between the

learner and the tool, and can affect the mind
beyond

actual

use

by

changing

one's

skills,

perspectives, and responses.

In the end, the answer is provided along with a
presentation of the process so that students gain a
Prediction

better understanding and respect for other methods

used in constructivism and technology. Overall,
increases in technology can only continue to aid

Recommendatio

constructivism learning.
Teacher should inform students what specific site

they can use for pertinent, authentic and real sites.

CASE STUDY
52
ANALYSIS AND DISCUSSIONS:
Cognitivist Theory
The students favor the use of mnemonic devices for class discussion
however the teacher considers the students grade level and insists on
leaving them to search for a method that works for them. Additionally, the
teacher doesnt agree on the use of mnemonic devices in class as she
believes that Economics shouldnt be memorized but understood.
On the other hand, the students have no strong preference to the use of
visual aids for class while the teacher insists on students improved
comprehension when it is used. In lieu of this, the students much prefer a
longer and better discussion on the subject with more active involvement
from the students.
As cognitive tools, mnemonics is the preferred method of the
students but for the teacher, she prefers the use of visual aids instead.
The teachers preferred style of teaching is leaned more towards
association wherein the teacher states that the aim is "to relate [the]
present lesson with practical application in daily living." She also applies
immersion in her teaching that provides, in her words, exposure to actual
scenarios where economics concepts apply [such as] field work, survey
and actual selling.
Both parties agree with the engaging of critical thinking skills for
studying Economics. They both agree on the use and application of essaytype quizzes, exams and discussions. The discussions access higher order
thinking and is the most used means of discussion.

CASE STUDY
53
Furthermore, the student has metacognitive awareness regarding their
preferences with regards to learning environments and techniques. The
teacher has not acknowledged these preferences and insists on her own
methods of instruction.

Social Learning Theory

The students of Social Studies have positive responses regarding
the significance of interaction, communication and working with peers as
an opportunity to learn. In fact majority of them do not find dissimilarity of
interests and hobbies as a hindrance to learning and has expressed the
desire to continue to seek opportunity to communicate with peers who
have different views. And yet, during tasks, projects and to study, all of
the respondents prefer to work alone. Thus, it is noticed that there is a
contrasting opinions of students regarding group work and the acceptance
and willingness to learn with peers. With regards to the social
environment, majority regard the school as an important factor to study,
the teacher as motivator for learning, social values have been learned
from the subject and most of them, are actively involved in different clubs
and organizations of the school. Therefore, it is deduced that the social
environment is positive and conducive to learning.
On one hand, the teacher encourages social cognitive learning
activities and promotes democratic classroom where contrary views of
students can be freely expressed. This is viewed as positive and believed

CASE STUDY
54
to foster a more dynamic, active and collaborative learning in the
classroom. However, there are factors which seem to affect the selfefficacy of the teacher though supported in some ways by the parents and
principal. In addition, professional teacher development is not sufficiently
supported and fostered and faculty meetings
collaborative practice among colleagues for in fact,

does not promote

the teacher stated

preference over solitary reliance on his/her own teaching strategies

though willing to collaborate with peers.

Behaviorist Theory
Behavioral approach plays a vital role in the formulation of the
learning process inside the learning environment. The teacher gives
rewards like for instance, through incentives or recognitions to boost
students confidence and to continue to actively participate and cooperate
in their social studies subject. Through positive reinforcement, students
will be reactive to its positive condition to take actively in the learning
process. On the other hand, teacher implements negative reinforcement
to students undesirable behavior like for instance, based from the
interview, she sends out students to the classroom as one of her
punishment

for

their

misbehavior.

Moreover,

through

positive

reinforcement, shaping takes place, as such social studies teacher used

shaping to hone students positive behavior in achieving the desired
learning knowledge and skills.

CASE STUDY
55
Furthermore, the teacher used behavioral strategies in managing
students desirable behavior. For instance, based from the interview, she
use to acknowledge her students through praises or recognitions
whenever they exhibit a favorable behavior. More so, to further boost
actively students participation, teachers must allocate time in focusing to
the positive behavior and allow an opportunity for the students to explore
the learning process. In contrary, by addressing to students misbehavior,
teacher should give her students an opportunity to explain his side and
implement the rules and procedures with consistency.

Intelligence Theory
The study findings of the Teacher-Student Interview suggest and reveal
that the series of teacher structured questionnaires and student structured
questionnaires for Intelligence Theories given to the Social Studies class teacher
and students. The teacher and the students gave rich answers to reflect upon
the learning ways learners have based on the interrelated concepts and theories
focusing on the Intelligence factors involve in the learning process. As proven by
Howard Gardner in his theory of Multiple Intelligences both the teacher and the
students identified and perceived that each learner in the class have intelligence
variations, students are individual learners and they are aware of the kinds of
intelligences that each one exhibits. The study showed students have different
learning styles so thus their intelligence also differs from one another. Some
students are good in performance tasks and some are good in written task. Some
are word smart and others are number smart. Word smart (Verbal-Linguistic),
according to Gardner (1999) are students who possess this learning style learn
best through reading, writing, listening, and speaking. Verbal students absorb

CASE STUDY
56
information by engaging with reading materials and by discussing and debating
ideas. Logic smart (Logical-Mathematical), are students who exhibit this type
of intelligence learning by classifying, categorizing, and thinking abstractly about
patterns, relationships, and numbers. Additionally, it is identified the similarities
of the students intelligence according is most of them are people smart. This
shows how collaboration is effectively applied in the students learning process
particularly in a Social Studies class setting. People smart (Interpersonal)
according to Gardner (1999) are those who learn through relating to others by
sharing, comparing, and cooperating. Interpersonal learners can make excellent
group leaders and team players. The most challenging and easier part of the
learning process were raised as well on the interview, these are key factors to
determine the effectiveness of the theories applied in students learning. The
specified topics which require analytical/critical thinking and application skills are
challenging, however the general information and basic concepts are easier to
discuss for and easier to learn by the students. In achieving progress in the
students way of learning in the Economics class setting it showed how learning
is explicitly connected with intelligences students need to enhance and utilize in
their learning which according to the study - the Verbal-Linguistic Intelligence,
Logical-Mathematical Intelligence and Interpersonal Intelligence should be the
key factors that students should develop in their learning.

Constructivist
The findings reveal that teacher and students engages learning
activities such as peer collaboration through group discussion, writing
using essay type of questions, immersion activities to provide guidance
and support to learners as they participate in task-related, social
interactions, and intellectual development of students in Economics class.

CASE STUDY
57
The researcher discovers that the teacher crafted and perceived
constructivism approach towards her lectures. She expands her lesson
through (1) scaffolding, (2) aiming active participation of students in a
group, (3) established a social environment interaction to make the
learning Economics essential and meaningful and (4) more knowledgeable
other.
On the other hand, majority of the students involve in seeking
understanding of Economics class through peer collaboration, immersion
activities, answering essays, using alternative resources such as internet,
journals and references in the library.
The efforts given in view of constructivism are created through motivation,
self-reflection and tutoring.
This research showed that teacher sought increase of students
skills to develop classroom community and her views of of learnercenteredness as essential to teaching (Graham,1997), and the ability to
engage in learning environment. The teacher realized the importance of
active in-depth learning wherein Economics students collaborated and
took ownership for their learning.

CONCLUSION and RECOMMENDATION:

Conclusion
Based on the data analysis and discussion from the interview
conducted, teachers teaching approaches are fairly effective with the
learning styles of some students. According to the teachers feedback,

CASE STUDY
58
constructivist approach

is the most effective for the students learning

styles. And based from the assessment of the students, the most effective
approach is cognitive- constructivist. There is a contradiction between the
teachers and students feedbacks regarding the most effective approach
for teaching the students and the approach that best develop the learning
style of the students. The data shows that the students are certain with
the cognitive- constructivist approach to be the most effective in their
learning style, and the teachers constructivist approach is fairly effective.
The lack of teachers socialization, collaboration and interaction with
the students are the factors that greatly affect the effectiveness of the
teaching approaches to the types of learners.
Recommendation
To make the learning more successful in Social Studies Economics
class, the recommendation of the group based on the data analysis and
conclusion are as follows:
Teachers should know the preferred learning style or the types of learners
in their Social Studies Economics class for them to design the effective
teaching instructions.
At the beginning of each school or academic year, pre-assessment should
be implemented and evaluation of the types of learners should be done in
able to categorize the students in each class.
Constructivist approach emphasizes collaboration between teacher
and students learning styles and approaches. The best way to fill in the
gap between student- teachers lack of socialization and interaction is the

CASE STUDY
59
application of collaborative and interactive activities that will enhance
learning.
Since some students are interpersonal (people smart) learner types,
cognitive- constructivist approach can be used to cater their learning
needs and style.

REFERENCES:
Qureshi, A., Rizvi, F., Syed, A., Shaheed, A., &Monzoor, H. (2013). The
method

of

loci

as

mnemonic

device

to

facilitate

learning

in

endocrinology leads to improvement in student performance as measured

by assessments. The American Physiological Society.
Lloyd, C., & Abbey, A. (2009). Teaching Elementary Accounting to NonAccounting Majors. American Journal of Business Education, 2(2).
Bell, R., &Quazi, R. (2005).Student Perceptions of Effective Visual Aid
Usage.Journal of Business and Leadership: Research, Practice, Teaching,
1(1).
Ramirez Garcia, M. (2011). Usage of Multimedia Visual Aids in the English
Language Classroom: A Case Study at Margarita Salas Secondary School.
Ertmer, P., & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism:
Comparing Critical Features from an Instructional Design Perspective.
Performance Improvement Quarterly, 26(2).
Cox, B. (2009, December 23). Cognitive Development. Retrieved from
http://www.education.com/reference/article/cognitive-development2/#C
Kendra, C., Social Learning Theory How People Learn By Observation.
Retrieved

October

31,

2015

from

http://psychology.about.com/od/developmentalpsychology/a/sociallearnin
g.htm

CASE STUDY
60
Instructional Design. Org,
Retrieved

Social Learning

October

Theory (Albert

31,

Bandura).

2015

from

http://www.instructionaldesign.org/theories/social-learning.html
Ormrod, J. E. & Rice, F. P. (2003).Lifespan Development and Learning.
Boston, MA: Pearson Custom Publishing.
Watson, J.B. &Rayner, R. (1920). Conditioned Emotional Reactions. Journal
of Experimental Psychology, 3, 1, pp. 114. Retrieved November 3, 2015
from LITTLE%20ALBERT.pdf
Standridge,

M.

(2002).Behaviorism.

In

M.

Orey

(Ed.),

Emerging

Perspectives on Learning,
Teaching

and

technology.

Retrieve

November

11,

2015

from

http://epltt.coe.uga.Edu/

McAllister, L. W, et al. (1969). The Application of Operant Conditioning

Techniques in a Secondary School Classroom. JApplBehav Anal. 1969
Winter: 2(4): 277-285. DOI: 10.1901/jaba.1969.2-277
Doe, J. M. (2011).Behavior Modification through Positive Reinforcement
and Shaping.
Denny, R. M. (2010).Escape-Avoidance Learning. Published Online: 30
January 2010
Binet.A.,

&

Simon,

T.

(1916). The

development

of

intelligence

in

children.Baltimore, Williams & Wilkins.(Reprinted 1973, New York: Arno

Press; 1983, Salem, NH: Ayer Company).
Gardner, H. (1983; 1993). Frames of Mind: The Theory of Multiple
Intelligence. New York: Basic Books

CASE STUDY
61
Gardner, H. (1999). Intelligence Reframed. Multiple intelligences for the
21st century, New York: Basic Books.
Goleman, D. (1998). Working With Emotional Intelligence.New York, NY.
Bantum Books
Harris, J. R. (1998). The Nurture Assumption: Why Children Turn Out the
Way They Do The Free Press: New York
Mayer, J. D. &Salovey, P. (1997). What is emotional intelligence? In P.
Salovey& D. Sluyter Basic (Eds). Emotional Development and Emotional
Intelligence: Implications for Educators. New York: Books.
Minton, Henry L. (1988). Lewis M. Terman: Pioneer in Psychological
Testing. New York: New York University Press.
Spearman, C. (1904). General Intelligence Objectively Determined &
Measured, American Journal of Psychology
Yekovich, F. (1994).Current Issues in Research on Intelligence.ERIC/AE
Digest
[Online].http://www.ed.gov/databases/ERIC_Digests/ed385605.html.
Chandhok, Lynn and Susan Karowska. "Constructivism as a Paradigm for
Teaching

and

Learning."Concept

to

Classroom.thirteen.org.

2004.

Web. <http://www.thirteen.org/edonline/concept2class/constructivism/inde
x.html>

http://www.teach-

nology.com/currenttrends/constructivism/and_technology/

Roschelle J, Teasley S D 1995 The construction of shared knowledge in

collaborative problem solving. In: OMalley C E (ed.) Computer-supported
Collaboratie Learning.Springer, Berlin pp. 6997

CASE STUDY
62
Dougiamas,
Retrieved

M.

(1998,

November

November).

9,

from

2015,

journey

into

constructivism.

Dougiamas

Web

site:

http://dougiamas.com/writing/constructivism.html
Graham, P., Hudson-Ross, S., & McWhorter, P. (1997). Building nets:
Evolution of a collaborative inquiry community within a high school
English teacher education program. English Education, 29(2), 91-129.

APPENDICES:
Inteview Questionaire
Learner Interviews

I.

Intelligence

1. Specify in what ways do you think your intelligence is different

from your classmates.

2. Specify in what ways do you think your intelligence is similar with

your classmates.

3. Please check the illustration for Howard

Gardners Theory of Multiple Intelligences
(MI).
Evaluate the following type of
Intelligences, determine the level of your
intelligences and write the corresponding

CASE STUDY
63
choices below which best represent your answers for each type of
intelligence you think you have.
(VP)Very poor
Good

(P) Poor
(VG) Very good

(F) Fair

(G)

_______________ Verbal-Linguistic (Word Smart) Students who possess this

learning style learn best through reading, writing, listening, and speaking.
Verbal students absorb information by engaging with reading materials
and by discussing and debating ideas.
_______________ Logical-Mathematical (Logic Smart) Those who exhibit
this type of intelligence learn by classifying, categorizing, and thinking
abstractly about patterns, relationships, and numbers.
_______________ Visual-Spatial (Picture Smart) These people learn best by
drawing or visualizing things using the minds eye. Visual people learn the
most from pictures, diagrams, and other visual aids.
_______________ Auditory-Musical (Music Smart) Students who are music
smart learn using rhythm or melody, especially by singing or listening to
music.
_______________ Bodily-Kinesthetic (Body Smart) Body-smart individuals
learn best through touch and movement. These people are best at
processing information through the body. Sometimes kinesthetic learners
work best standing up and moving rather than sitting still.
_______________ Interpersonal (People Smart) Those who are people
smart learn through relating to others by sharing, comparing, and
cooperating. Interpersonal learners can make excellent group leaders and
team players.
_______________ Intrapersonal (Self Smart) Intrapersonal-intelligent
people learn best by working alone and setting individual goals.
Intrapersonal learners are not necessarily shy; they are independent and
organized.
_______________ Naturalistic (Nature Smart) Naturalistics learn by working
with nature. Naturalistic students enjoy learning about living things and
natural events. They may excel in the sciences and be very passionate
about environmental issues.

CASE STUDY
64
4. Which type of Intelligences do you want to improve and develop?
Check and review the definition of each type of Intelligence in
Question Number five (5). Encircle your answers.
a. Word Smart
b. Logic Smart
Smart
d. Music Smart
e. Body Smart
f. People Smart
h. Nature Smart

c.

Picture

g.

Self-Smart

Why do you want to improve and develop these intelligences?

5. In your Social Studies class, which type of Intelligences do you think

will be helpful in your learning? Check and review the definition of
each type of Intelligence in Question Number five (5). Encircle your
answers.
a. Word Smart
b. Logic Smart
Smart
d. Music Smart
e. Body Smart
f. People Smart
h. Nature Smart

c.

Picture

g.

Self-Smart

Why do you think your chosen type of intelligences will be helpful in

your learning for your Social Study class?

6. What is your opinion about the idea that intelligence can be

inherited and its in the family genes?

7.

What are the results of any Intelligence Quotient (IQ) test

youve taken before and how did it affect the way you see yourself
and your intelligence?

CASE STUDY
65

If youve not taken any IQ Test, what will make you try and take the
Intelligence Quotient (IQ) test in the future?

8. What are the results of the Emotional Quotient (EQ) Test youve
taken before and how did it affect the way
you see yourself and
your emotional intelligence?

If youve not taken any EQ Test, what will make you try and take the
Emotional Quotient (EQ) test in the future?

9. Complete the sentence: I am intelligent because:

10.
What are some good ways your teacher can do to improve
your intelligence and learning ways as a student in your Social
Studies class? Share your ideas and suggestions.

CASE STUDY
66
11.
What are some good ways you can personally do to improve
your intelligence and learning ways as a student in your Social
Studies class? Share your ideas and suggestions.

II.

Behaviorism

1. Describe a situation when you failed to meet a deadline in your

social studies subject (e.g. project, assignment, etc.). How did you
handle this?

2. Describe a situation wherein you took the responsibility that was not
assigned to you but needed to be done. What did you do?

3. Tell me a time when you were on a group and one of your

classmates was not pulling his/her weight. How did you handle it?

4. Describe a situation where your classmates/group mates you were

working on a project disagreed with your ideas. What did you do?

5. How do you resolve a conflict with your classmates or group mates

when you disagreed with each other?

CASE STUDY
67

6. Given you are working in a group, how will you keep being open for
constructive criticism from your classmates/group mates?

7. Tell me about a time that you inspired your classmate to work hard
to do a good job. How did you do it?

8. How do you maintain a positive attitude when you are in a difficult

situation in the class?

9. In 1-2 sentences, describe a time on your class in social studies in

which you were faced with stresses that tested your coping skills.

10.
Describe a situation when you successfully communicated
with your classmate who did not personally like you.

III.

Cognitivism

CASE STUDY
68
1. What steps do you take when you are having a hard time
memorizing or understanding Economics concepts?

2. What kind of mnemonic devices do you use for studying Economics

concepts?
*Mnemonic devices are study techniques that assist us in easier and
faster memorization. Some mnemonic devices might be creating an
acronym to memorize a string of concepts like ROYGBIV to
memorize the colors of the rainbow. Another device would be
turning concepts into song lyrics for better memorization, or having
rhyming cues such as I before e except after c, or when sounding
like a in neighbor and weigh.

3. What kind of visual organizers/aid do you use for studying

Economics concepts?

4. What are some examples of study techniques that your teacher

gave/taught you or that you created yourself that helped you in your
Economics class? Cite 1-3 examples.

5. Do your think there is an improvement on your learning abilities

when using visual aids or mnemonic devices? If yes, how do they
change?

CASE STUDY
69
6. How does your Economics teacher engage you in critical thinking
with regards to discussing Economics concepts in the classroom?

7. How does your teacher evaluate your understanding and learning of

Economics concepts?

8. How do you think your teacher can improve on explaining

Economics lessons to your class? Cite 1-3 examples.

9. What are some of the obstacles you experience when it comes to

learning/absorbing lessons in Economics? Cite 1-3 examples.

10.

IV.

How can you overcome these obstacles? Cite 1-3 examples.

Constructivism

1. How do you participate actively in the class such as sharing your

own ideas and knowledge about Economics?

CASE STUDY
70
2. What method of group work is effective for you in learning
Economics?
a. The teacher will discuss the lesson first and then divide us into
groups to further discuss what the teacher explained. After the
group discussion, we will answer the teachers questions.
b. The teacher will give us different parts to learn and then after
studying it, we will discuss it in front of the class.
c. Other?
Specify
your
own:
__________________________________________________________________
_

3. Which part of the examination or quiz do you like? Why?

a. Multiple Choice
b. True or False
c. Essay

4. What are your opinions on group work?

5. What are the advantages and disadvantages of working individually

and in a group?

6. What do you do/say when your teacher asks the same question to
you?

CASE STUDY
71
7. How do you deal with your teacher when you dont know the answer
of the question?

8. How long will it take for you to answer your teachers question such
as oral recitation, essay and etc.?

9. With regards to answering oral recitations, recitation and others,

how do you relate your answers to your own life experiences?
a. I use close relationships with real life
b. I may or may not use relationship with real life
c. I use the book directly

10.
How do you clarify things you did not understand about the
lesson? Is it directly to your teacher or to your group mates? Why?

11.
What are other sources do you use when you study Economics
or during group discussion? (e.g. computers, certain websites,
books)

V.

Social Learning

1. In doing your assignments, projects and even discussions, do you

prefer to study alone or work in a group? Why?

CASE STUDY
72

2. How do you relate with classmates and friends who do not share
your same interests and hobbies? Explain your answer.

3. During classroom or group discussions, do you think you will learn?

How? What do you think of the views and opinions of your
classmates?

4. Apart from the classroom discussions and lectures, where do you

get more information to fully understand the topics in Social
Studies? Cite your sources. Why have you chosen these sources?

5. Do you think the environment of the school is an important

motivating factor for you to study, or you can study whichever place
you are? Explain your answer

6. How do you find your teacher, is she/he motivating you to study?

7. What do you think of the most intelligent of the class, do you think
you should follow everything she/he does to have high grades?
Explain your answer.

CASE STUDY
73

8. How is Social Studies learning useful and relevant in the analysis of

what is happening now in the modern society? How does it relate to
your own daily life?

9. From your subject of Social Studies, what values have you learned?
How did you learn these values from the teacher?

10.
Name the Organization/Club/Group that you are currently
actively involved:

This interview is in partial fulfillment of the course requirements for

EDS103 Theories of Learning in the University of the Philippines Open
University for 1st Trimester 2015-2016.

Prepared by:
Abel Alvarez Jr
Pamela Bandola
Eileen Campos
Dalia Hernando
Jean Magsino
Elaine Medillo
RizchellePriagula
Jared Valenzuela
TEACHER INTERVIEW

CASE STUDY
74
I.

Intelligence

1. Specify in what ways do you think the intelligence of your students

are different from one another.

2. Specify in what ways do you think the intelligence of your students

are similar with their other classmates.

3. Please refer to the illustration for Howard

Gardners Theory of Multiple Intelligences
(MI).

Evaluate
the
following
type
of
Intelligences your students have and mostly
exercise in your Social Studies class. Determine
the
general
level
of
your
students
intelligences.

Please rate on a scale of 1 -10 (with 10 being the highest level of

intelligence).

_______________Verbal-Linguistic (Word Smart) Students who possess this

learning style learn best through reading, writing, listening, and speaking.
Verbal students absorb information by engaging with reading materials
and by discussing and debating ideas.
_______________Logical-Mathematical (Logic Smart) Those who exhibit
this type of intelligence learn by classifying, categorizing, and thinking
abstractly about patterns, relationships, and numbers.

CASE STUDY
75
_______________Visual-Spatial (Picture Smart) These people learn best by
drawing or visualizing things using the minds eye. Visual people learn the
most from pictures, diagrams, and other visual aids.
_______________Auditory-Musical (Music Smart) Students who are music
smart learn using rhythm or melody, especially by singing or listening to
music.
_______________Bodily-Kinesthetic (Body Smart) Body-smart individuals
learn best through touch and movement. These people are best at
processing information through the body. Sometimes kinesthetic learners
work best standing up and moving rather than sitting still.
_______________Interpersonal (People Smart) Those who are people smart
learn through relating to others by sharing, comparing, and cooperating.
Interpersonal learners can make excellent group leaders and team
players.
_______________Intrapersonal (Self Smart) Intrapersonal-intelligent people
learn best by working alone and setting individual goals. Intrapersonal
learners are not necessarily shy; they are independent and organized.
_______________Naturalistic (Nature Smart) Naturalistics learn by working
with nature. Naturalistic students enjoy learning about living things and
natural events. They may excel in the sciences and be very passionate
about environmental issues.
4. From the list of multiple intelligences defined above which type of
Intelligences do you think will be most helpful for your students
learning in your Social Studies class? Why?

5. How did your students different ways of learning influence what

occurred in the class interaction?

6. As a Social Studies teacher what are the different ways you use to
identify and monitor your students learning preferences?

CASE STUDY
76

7. As a teacher, what kinds of intelligences and abilities do you use to

accomplish effective learning processes in your students?

8. What parts of the learning process are more challenging for you and
your students? Which parts of the learning process are easier for
you and your students?

9. What is your definition of intelligence?

10.
How does your definition and understanding of intelligence
influence your teaching practice?

11.

II.

Complete the sentence: I am intelligent because -

Behaviorism

1. How do you handle a situation in where students

disinterested or bored in your class lesson or activity?

appear

CASE STUDY
77

2. What types of positive reinforcement have you used to encourage

your social studies students to actively participate and cooperate in
class activities?

3. How do you deal with a student who regularly misses school or your
class?

4. How would you handle a student that constantly disrupted the

learning environment?

5. How would you handle a student who does cheating in quizzes,

assignments, projects, etc.?

6. How do you motivate your students to become active learners in

their social studies subject?

7. How will you establish and foster relationships with students,

especially those with challenging behaviors?

CASE STUDY
78
8. Describe an experience where you identified a students special
needs (e.g. remedial class, make up class, etc.) and modified the
lesson for that individual.

9. How have you dealt with situations where students have confided
important information about the class activity or exams?

10.
What steps would you follow to deal with a student who
displays consistent behavioral problems in the class?

III.

Cognitivism

1. How do you deal with students who have a hard time memorizing
Economics concepts?

2. What kind of mnemonic devices* do use in order to help your

students understand Economics concepts better?
*Mnemonic devices are study techniques that assist us in easier
and faster memorization. Some mnemonic devices might be
creating an acronym to memorize a string of concepts like ROYGBIV
to memorize the colors of the rainbow. Another device would be
turning concepts into song lyrics for better memorization, or having
rhyming cues such as I before e except after c, or when sounding
like a in neighbor and weigh.

CASE STUDY
79

3. What kind of graphic organizers or visual aids do you use in order to

help your students understand Economics concepts better?

4. What are some examples of study/learning techniques that you give

your students that help them with their Economics class? Cite 1-3
examples.

5. Do your students improve on their learning abilities when using

visual aids or mnemonic devices? If yes, how do they change?

6. How do you engage your students in critical thinking with regards to

discussing Economics concepts?

7. How do you evaluate your students in critical thinking with regards

to discussing Economics concepts?

8. What kind of classroom activities do you regularly have in order to

have a much deeper understanding of Economics concepts?

CASE STUDY
80

9. What are your main hindrances/obstacles when it comes to your

students effective learning? Cite 1-3 examples.

10.

IV.

How can you overcome these obstacles? Cite 1-3 examples.

Constructivism

1. How do you provide opportunities to your students for sharing their

own experiences and ideas?

2. Which method of group work do you use when you teach

Economics?
a.

I explain the topic and then divide the students into group to
discuss what I have explained. Then I ask each group member
to answer my question.

b.

I divide the topic into subparts and each part is given to a

group. After they learn their part, they should discuss this to
the class.

c.

Other?
Specify
own_____________________________________________________

your

3. What type of assessment do you use for your students (e.g.

matching type questions, true/false, essay?

CASE STUDY
81

4. What are your opinions on group work?

5. How do you seek elaboration of your students initial responses?

6. What do you do when you are not satisfied with your students
answer?

7. How do you deal with your student when he/she answers the
question incorrectly?

8. How long do you allow students to respond your question?

9. What kind of relation should a student should have with real life
situation? Why?
a. The task should have close relationship with real life.
b. The task may or may not have relationship with real life.
c. The task should be from the book

CASE STUDY
82

10.
How do you deal with student/s who cannot easily understand
the topic?

11.

How do you facilitate critical student inquiry?

12.
What kind of resources should be provided for students during
group work?

13.
What are other tools that you use during lectures and
discussions?

V.

Social Learning

1. What effective teaching method or strategy do you think to adopt so

that students can learn through interaction with others? How will

CASE STUDY
83
you incorporate these methods or strategies in your classroom
instruction?

2. Do you allow direct interaction or discussion with a student during

classroom lecture or you prefer that they consult with you
separately to voice out their comments or opinions? Why? How do
you handle contrary opinions of students during lecture?

3. How do you encourage students to contribute innovative and

constructive ideas beyond the expectations from learning objectives
during classroom discussions?

4. As a teacher, do you think it should be your initiative to organize

socio historical and cultural events or it is the function of the school
administrators? Explain your answer.

5. How do faculty meetings be useful and relevant to your aim of

effective teaching? What are missing agendas that you think must
be openly discussed during faculty meetings so that you can
achieve your teaching goals?

6. Do you think you should meet with the parents of your students or
you think they should be the one to call you? Elaborate your answer.

CASE STUDY
84

7. What factors are currently inhibiting your capacity to implement

effective teaching? What do you suggest to overcome these factors?

8. What do you think should your school administrators initiate to

foster teacher professional development? Elaborate your answer.

9.

Do you receive from school administrators a communication of

written policy about norms and expectations for your conduct and
achievement?
a. If yes, do you think they are useful for your effective teaching?
How?
b. If no, do you think they are necessary for you to be a better
teacher? How?

10.
What do you suggest to improve the school environment to
make it more conducive to learning?

11.
Name the Organization / Groups / Community Services /Clubs
you are currently actively involved.

CASE STUDY
85

This interview is in partial fulfillment of the course requirements for

EDS103 Theories of Learning in the University of the Philippines Open
University for 1st Trimester 2015-2016.

Prepared by:
Abel Alvarez Jr
Pamela Bandola
Eileen Campos
Dalia Hernando
Jean Magsino
Elaine Medillo
RizchellePriagula
Jared Valenzuela