Development and Validation of Module

s Integrating Education for Sustainable

Development (ESD) in
Araling Panlipunan 10
Mga Kontemporaryong Isyu
Rationale

The Global Climate Risk Index 2014 ranked the Ph

ilippines among the top three most affected countri
es by the impacts of weather-related loss events s
uch as storms, floods, and heat waves etc. (Kreft a
nd Eckstein, 2013). In the Long-Term Climate Risk
Index (CRI), which covers the period from 1993 to
2012, the Philippines is ranked at place seven. Un
der the top ten countries, eight belong to the devel
oping countries in the low income or lower-middle i
ncome country group.
Rationale
 The Philippines’ latest natural disaster, typhoon Yolanda,
internationally known as the super typhoon Haiyan, claim
ed more than 6000 lives in November 2013 and affected
more than 11 million Filipinos.
 At the same time the United Nations Framework Convent
ion on Climate Change (UNFCCC) Conference of the Pa
rties (COP19) took place in Warsaw.
 The Philippine lead climate negotiator Yeb Sano called th
e conference a “sobering reminder to the international co
mmunity that we cannot afford to procrastinate on climat
e action and that Warsaw must muster the political will to
address climate change” (Nunez, 2013).
Typhoon Yolanda (Cebu)
Development and Validation of Modules Integrating
Education for Sustainable Development (ESD) in Araling
Panlipunan 10 Mga Kontemporaryong Isyu

 Rationale

Araling Panlipunan 10 (Mga Kontemporaryong Isyu) which ent

ails a description of: Understanding and valuing contemporary
issues, and economic, environmental, political, human rights,
and educational challenges as well as, the civic responsibility
and citizenship presently facing the nation using the skills in in
vestigating and reviewing data and other resources, researchi
ng, critical thinking, effective communication skills and making
intelligent decisions.
Development and Validation of Modules Integrating
Education for Sustainable Development (ESD) in Araling
Panlipunan 10 Mga Kontemporaryong Isyu

Education for Sustainable Development (ESD) a catalytic proc

ess for social change that seeks to foster – through education, tr
aining and public awareness– the values, behavior and lifestyles
required for a sustainable future.Thus, sustainable development
can be seen not so much as a technical concept but a process of
learning how to think in terms of ‘forever.’ This means that ESD i
nvolves learning how to make decisions that balance and integra
te the long-term future of the economy, the natural environment a
nd the well-being of all communities, near and far, now and in the
future.
CONCEPTUAL FRAMEWORK
CONCEPTUAL FRAMEWORK

The first box shows the four dimensi

ons of ESD introduced by UNESCO-
APNIEVE and APCEIU. Each dimen
sion has its own core value, concept
s and description that is vital in the i
ntegration process of ESD.
 CONCEPTUAL FRAMEWORK
DIMENSION DESCRIPTION CONCEPTS CORE VALUE
Social Understanding social human rights, fundamental peace and
Dimension institutions freedoms, peace and human nonviolence
security, gender equality,
health and good governance

Cultural awareness and appreciation cultural and linguistic cultural tolerance

Dimension of the people’s history, goods and services and and diversity
tradition and lifestyle indigenous knowledge

Economic sensitivity to the limits and poverty reduction and market equitable
Dimension potential of economic growth economy sharing of
and their impact to the resources.
society and environment

Environmental awareness of the resources,
Dimension the fragility of the physical
environment and on how
human activities and decision
affect it
natural heritage and resources, care and
climate change, rural protection of
development, sustainable the
urbanization and disaster environment
prevention and migration .
 CONCEPTUAL FRAMEWORK
The second box shows Grade 10 curriculum c
ontent standards and its content topics consis
ting of the primary sources that can be seen o
n the Curriculum Guide on Araling Panlipunan
10.

it deals with the interaction between humans a

nd natural world, between culture and nature i
n the past through the use of primary sources.
It will help deepen the learners’ understanding
of the natural and the human environment and
how it affects human now and in the future ge
nerations which is also the concern of ESD
 CONCEPTUAL FRAMEWORK
The big box at the center illustrates
how the ESD dimensions, concepts
and values and the Araling Panlipun
an contents or topics were integrate
d. Two variables were considered in
the integration, the content and the
process.

In the integration of content the absorptive capacity and

the enrichment of the content means that not all the
primary sources prescribed in the curriculum can be
used in integrating ESD concepts and values.
Development and Validation of Modules Integrating Educa
tion for Sustainable Development (ESD) in Araling Panlipu
nan 10 Mga Kontemporaryong Isyu

Statement of the Purpose

The intention of this study is to develop and validate an instructional mo

dule integrating ESD in Araling Panlipunan 10 (Mga Kontemporaryong I
syu) under the K-12 Basic Education Curriculum. In line with this, the st
udy aims to:

1. Determine the framework for ESD to serve as a basis for integration

2. Identify entry points as basis for integration through content analysis

of Araling Panlipunan 10 Mga Kontemporaryong Isyu

3. Develop instructional modules.

4. Validate and try out the instructional modules

5.Finalize the modules based on the result of validation and try out.
 METHODOLOGY
RESEARH DESIGN
Quasi-experiments will be employed in this research beca
use the researcher thinks that it is suitable.
It includes assignment, but not random assignment of partic
ipants to groups. This is because the experimenter cannot a
rtificially create groups for the experiment
The researcher assigns intact groups the experimental and
control treatments, administers a pretest to both groups, co
nducts experimental treatment activities with the experimen
tal group only, and then administers a posttest to assess th
e differences between the two groups.
 METHODOLOGY
This research will also employ the four stages of development and valid
ation of the instructional module. The development of instructional mate
rials will utilize four stages in developing instructional material;
1. Planning Stage
2. Development Stage
3. Validation Stage
4. Finalization Stage.

This study will be conducted in the school year 2017-2018 in time for th
e full implementation of K-12.
METHODOLOGY
Instruments of the Study
Pretest and Posttest
Paghahanda sa.docx
METHODOLOGY
Instruments of the Study
Questionnaire for the experts and peers and students
Paghahanda sa.docx
METHODOLOGY

Statistical Tools
The validity of the instructional modules
integrating ESD in Araling Panlipunan 1
0 will be based on the assessment ratin
gs of the experts and peers as well as t
he student users. It will be analyzed usi
ng the mean and the weighted mean
Significance of the Study

 Students. The instructional module that this study will develop shoul
d serve as a tool for them to formulate solutions to problems and ma
nifest high degree of commitment and advocacy towards a sustaina
ble future.

 Teachers. Education for sustainable development is the process of

equipping students with the knowledge and understanding, skills an
d attributes needed to work and live in a way that safeguards enviro
nmental, social and economic wellbeing, both in the present and for
future generations. As educators, teachers have the responsibility to
serve as a catalyst for a sustainable future. Hopefully this study will
provide teachers the knowledge of the different scope of sustainable
development and positive attitude towards sustainable development.
 Curriculum Planers. The study recommended that ESD should be i
ntegrated in all school subjects not only in the Science and Social S
ciences. Curriculum writers should realize that a relevant curriculu
m will make a student pro-active. Sustainable development concept
s and issues should be integrated in the teaching of Science, Social
Science, Values, Health etc. Raising sustainable development awar
eness should also mean manifesting actions for a sustainable futur
e.

 Book Writers. Sustainable development cannot be achieved by tec

hnological solutions, political regulation or financial instruments a
lone. We need to change the way we think and act. This requires qu
ality education and learning for sustainable development at all levels
and in all social contexts
Scope and Limitations

The intention of this study is to develop and validate an in

structional module integrating ESD in Araling Panlipunan
10 (Mga Kontemporaryong Isyu) under the K-12 Basic E
ducation Curriculum. It will focus on the Araling Panlipun
an 10 curriculum guide, teacher’s guide and learning mo
dule provided by the DepEd s.2012 and UNESCO’s toolk
it integrating ESD on Social Studies 2012. The study will
employ descriptive method of research.
Scope and Limitations

The development of instructional materials will utilize four stages in dev

eloping instructional material;

1) Planning Stage

2) Development Stage

3) Validation Stage

4) Finalization Stage.

This study will be conducted in the school year 2017-2018 in time for th
e full implementation of K-12.