TRANSFORMATIONAL APPROACH: ITS IMPLEMENTATION AND

EFFECTIVENESS IN GRADE 11 SOCIAL

STUDIES CLASSES

Michael Catolico

Christine V. Peyra

Michelle A. Amparo

Cristine Angel D. Fabros

Tayabas Western Academy

College of Teacher Education

March, 2020
 CHAPTER I

THE PROBLEM AND REVIEW OF RELATED LITERATURE

It is a long before argued on what is really the best way approach in

teaching Social Studies in the lives of the students. If we’re going to ask the so

called “traditional/ transitional and transformational approach, traditional

approach emphasized the student’s mastery of traditional subject- related

academic outcomes. It is usually put a strong focus on subject specific content,

simply explained that this will taught only the learner on how to memorize. This

approach, the teacher used visual aids to teach the learners. They prepared

lesson by writing the lecture in the manila paper or colorful paper and they patch

this visual aids in the board. The other materials that used by the teacher in

traditional approach are the books provided by the school. The learning that the

student’s caught in this approach was the mastery of the subject.

On the other hand, the approach that the teacher use nowadays in every

school is an approach which is “very unorthodox”, so to speak as if “it is thinking

of thinking outside the box”. This approach is called “transformational

approach”. It is emphasized long term, cross-curricular outcomes that are related

directly to student future roles. It emphasized also the academic performance of

the learners. In this approach, the teacher used technology to teach the learners

like television, laptop, projector and other gadgets that can use for teaching. This

approach improves the self-esteem of the learners. This means that from the two

approaches have different role for the learner’s learning, as being productive

worker or a responsible citizen or parents.

 In this study, the researcher is motivated to know the teaching-learning

process, if when the teacher used transformational approach mostly improve the

academic performance of the learners of Grade 11 in Araling Panlipunan in

Tayabas Western Academy. Also, this study aimed to show cases the

transformational approach in teaching in the learning of the learners. Also, the

researcher believes that through this study, they can identify useful information

about this approach.

Review of Related Literature and Studies

School, the place where the child’s first experience with formal and public

evaluation of performance. According to Rahman and Uddin (2009), indicated

that education is a basic need of human beings. It is also very important for the

development of any country. Education is the responsibility of the state and

government who should make every possible effort to provide it on an ever

interesting and increasing scale in accordance with the national resources. As a

state university, PUP has always defended its stand that education is an

instrument for the development of the citizenry and for the enhancement of

nation building (PUP Handbook, revised 2007).

Outcome-based education will change the focus of schools from the

content to the student. According to William Spady, a major advocate of this type

of reform, three goals drive this new approach to creating school curricula. First,

all students can learn and succeed, but not on the same day or in the same way.

Second, each success by a student breeds more success. Third, schools control
the conditions of success. In other words, students are seen as totally malleable

creatures. If we create the right environment, any student can be prepared for

any academic or vocational career. The key is to custom fit the schools to each

student are learning style and abilities. The resulting schools will be vastly

different from the ones recent generations attended. Yearly and daily schedules

will change, teaching responsibilities will change, classroom activities will

change, the evaluation of student performance will change, and most importantly,

our perception of what it means to be an educated person will change.

And Spady added, a reform advocate, outcomes can be written with

traditional, transitional, or transformational goals in mind. Spady advocates

transformation goals. Traditional outcome-based programs would use the new

methodology to teach traditional content areas like math, history, and science.

Although outcomes drive the schooling of these children, the outcomes

themselves reflect the traditional content of public schools in the past.

Transformational OBE subordinates course content to key issues, concepts, and

processes.

When reported as effect size on achievement, the mastery learning data

do not provide clear information about unit content. In fact, one criticism of

mastery learning is that it encourages a focus on the trivial and more atomistic

approaches to learning (Ornstein, 1987).

Diaz (2003) says that number of studies have been carried out to identify

causal factors of poor academic performance in a number of institutions

worldwide. Most of the studies focus on the three intervening elements: parents

(family causal factors), teachers (academic causal, factors), and students

(personal causal factors).

In additional, Spady (1990) stated that no functional analysis of OBE

currently exists, and, even if it did exist, it might well be context-specific.

Proponents describe OBE as "a way of doing business" and claim it can

incorporate all the good ideas of the last ten years, including the following:

strategic planning; site-based management; teacher teaming; mastery learning;

authentic assessment; interdisciplinary curriculum; effective schools; effective

teaching; cooperative learning; critical th inking strategies; and so forth. These

practices become the means to a powerful end, realizing outcomes of

significance or culminating demonstrations of complex role performances in

authentic contexts. In an outcome-driven system, educators pick and choose

among models "to equip all students with the knowledge, competencies, and

orientations needed for future success" and "to implement programs and

conditions that maximize learning success for all ~students". Given the relatively

recent development of OBE as a transformational school reform process (Spady

& Marshall, 1991), what we know thus far about the performance of OBE as a

restructuring effort is largely perceptual, anecdotal, and small scale. We do,

however, feel that it is important to bring meaning and organization to efforts to

study OBE.

The achievement of students is negatively correlated with the low SES

level of parents because it hinders the individual in gaining access to sources

and resources of learning (Duke, 2000; Eamon, 2005; Lopez, 1995). “I hear and I

forget. I see and I remember. I do and I understand." (Confucius 551-479 BC) –

a quote that provides evidence that, even in early times, there was a recognition

of the existence of different learning preferences among people.

The changes of different approach are a part of students and teachers life.

It plays the roles in student’s lives. It has also positive effects on student’s lives

by improving their skills and enhances their learning in long term, cross-curricular

outcomes that are related directly to student future roles.

Synthesis

The review of related literature provides information about

transformational approach in the teaching and learning process. The literature

had discussed the effect of using transformational approach that affect the

academic performance of the student.

The researchers research a literature and information that is related to

their topic. The researchers gained insights on what and how transformational

approach affects the students’ performance in school.

Conceptual Framework

This framework shows the connections of transformational approach in

academic performance of the learners.

 TEACHERS “TRANSFORMATIONAL LEARNER
APPROACH”

TEACHING and
LEARNING PROCESS

The paradigm show the relationship of the learner, teacher, the approach

that the teacher used in the teaching learning process.

The paradigm starts at the centered of the diagram “transformational

approach” which is the instrument to conduct the study. The next is the teacher

that did the teaching learning process. The other one is the learners that the

teacher teach in the learning process to know the effectiveness of this approach

in the last figure “teaching and learning process”.

Statement of the Problem

This study generally aimed to determine the significant correlation

between the implementation and effectiveness of OBE transformational approach

in the teaching-learning of Social Science in Grade 11 of Tayabas Western

Academy, School Year 2019-2020.

Specifically, the study sought to answer to the following questions:

1. What is the level of implementation of transformational approach in

Social Studies classes as perceived by respondents?

2. What is the level of effectiveness of transformational approach in

Social Studies classes as perceived by the respondents?

3. Is there a significant correlation between the perceived level of

implementation and level of effectiveness of transformational

approach?
 CHAPTER II

METHODOLOGY

This chapter presents the methods of research utilized, specifically, it

details the research design, respondents, instrument, data gathering, and data

analysis procedures employed by the researchers throughout the study..

Research Design

The researchers used descriptive approach to study and to find the

answer of the problem and also to achieve the goals that will came from. This

research determined the effectiveness of transformational approach in teaching

social science and how do the teachers used and inject transformational

approach in their teaching. Also, this research shall establish the perception on

the effects of transformational approach on the academic performance of the

students in teaching social science and in their academic performance in the

class. According to Edralin (2002), the purpose of the study is to investigate and

gather information about the condition of the study, as they existed at the time of

the study.

In addition, the researchers at the same time used the correlation

research design because the study intended to investigate the relationship

between the transformational approach and current academic performances.

According to Fraenkel and Wallen (1996), correlation research describes an

existing relationship between variables. The researchers are confident that these
approaches will be effective to catch the outcomes that are essential to this

paper.

Participants of The Study

The participants of the study were the teachers and learners in Grade 11

learners of Tayabas Western Academy. They formed a convenient sample as

they were in the researcher’s classes. A total of 10 teachers of Araling

Panlipunan and 35-40 students took part in answering the questionnaires. They

were told that there were no correct answers and therefore they need not have to

think too deeply before responding.

Instrumentation

In these research two sets of questionnaire is being used. The first set is

the questionnaire that the teachers will answer if the approach that being used is

effective in the learning process.

The second set is questionnaire that the learners will answer if the

transformational approach is effective in the teaching -learning process. The

questionnaire used to find out what are the insights of the learners in using this

approach. The students’ answer and teacher’s answer are quoted as avenues to

find out if the approach introduced were useful or not to students. The

quantitative results are being used in the study.

Data Gathering Procedure

The research study focused on the “Transformational Approach that used

in the teaching process of the teachers of Grade 11 learners in Araling

Panlipunan of Tayabas Western Academy”. The questionnaires were

administered personally to the respondents, and the latter were informed about

the study and they were told that participation in this study will not affect their

grade. The researcher made sure that during the answering of questionnaire they

would assist all students if they had questions. After answering, the

questionnaires the researchers gathered the data immediately. Data were

tabulated, analyzed and interpreted. The scope of the study was limited to all

those currently enrolled in class during SY. 2019 - 2020.

Data Analysis and Treatment Of Data

Data gathered was subjected to statistical treatments to facilitate analyses

and interpretations. The researchers used the Statistical Package for Social

Sciences (SPSS) to facilitate the computations on statistical treatments.

To determine the level of implementation and level of effectiveness of

Transformational Approach as perceived by the teachers and students, the

Frequency Count, Percentage Distribution and Weighted Mean was utilized.

Also, in interpreting the results regarding the determined level of

implementation and level of effectiveness of Transformational Approach, the

researchers used the following descriptive scales adopted from Roces (2019):

Range Description

1.00 - 1.79 Never

1.80 - 2.59 Seldom

2.60 - 3.39 Sometimes

 3.40 - 4.19 Often

4.20 - 5.00 Always

Moreover, for the interpretation of the correlation analysis results on level

of implementation and perceived level of effectiveness of Transformational

Approach, the Pearson Product Moment Correlation Coefficient (r) was utilized in

this study with the use of the following Degree of Relationship Scale .

Degree of Relationship (Bagnate, Caparros, Nolos, & Tiama, 2015)

Range Interval Descriptive Rating

0.00 - ± 0.20 Negligible Relationship

± 0.21 - ± 0.40 Low Relationship

± 0.41 - ± 0.70 Moderate Relationship

± 0.71 - ± 0.90 High Relationship

± 0.91 - ± 0.99 Very High Relationship

± 1.00 Perfect Relationship

 CHAPTER III

RESULTS AND DISCUSSION

This chapter deals with the presentation, analysis, and interpretation of the

data on perceived implementation and effectiveness of Transformational

Approach in Grade 11 Social Studies classes in Tayabas Western Academy for

the school year 2019 – 2020.

Perceived Level of Implementation of Transformational Approach

The data on level of implementation of transformational approach, as

perceived by the respondents, were subjected to frequency, percentage, and

weighted mean calculations and the result can be seen on Tables 1 to 3.

As observed in Table 1, 7 out of 10 or 70% of the teacher-respondents

agreed that the transformational approach are always integrated in their Social

Studies teaching, specifically, in terms of facilitating their students’ learning, 80%

of them stated that they always using such approach. That is why, the general

weighted mean for the implementation as perceived by the teachers is 4.75 or

can be interpreted as “always”.

Such data might implies that majority of teachers teaching the Social

Studies in Tayabas Western Academy are widely implementing the

transformational approach. From their curriculum planning up to the learning

assessment, they are most likely applying such approach. They probably believe

in the importance of emphasizing future life goals and roles of their students as

might be relevant in their lessons.

 Table 1. Level of Implementation of Transformational Approach as

Perceived by the Teachers

A O SO SE N

Statements 5 4 3 2 1 WM DR

f % f % f % f % f %

1. How often did

you integrate the

transformational
7 70.00 3 30.00 0 0.00 0 0.00 0 0.00 4.70 A
approach in your

classroom

teaching?

2. How often did

you utilize the

transformational
8 80.00 2 20.00 0 0.00 0 0.00 0 0.00 4.80 A
approach in

facilitating your

students’ learning

General Weighted Mean 4.75 A

Legend:

5 = Always (A)

4 = Often (O)

3 = Sometimes (SO)

2 = Seldom (SE)

1 = Never (N)
 Similarly, as shown by Table 2, majority or 54% out of the 50 student-

respondents agreed that their teachers in Social Studies are always using

transformational approach in their Social Studies teaching, particularly, in term of

their group activities, as evidenced by the 68% “always” responses by the

students shown in the table. No wonder, the data for the implementation as

perceived by the students shows a general weighted mean of 4.52, interpreted

as “always”.

With this regard, like in the responses of the teachers, it can be drawn

from the data that most of Social Studies teachers in the aforementioned school

are really implementing the transformational approach in their classes.

Table 2. Level of Implementation of Transformational Approach as

Perceived by the Students

A O SO SE N

Statements 5 4 3 2 1 WM DR

f % f % f % f % f %

1. How often did

your teacher

integrate the

transformational 27 54.00 20 40.00 3 6.00 0 0.00 0 0.00 4.48 A

approach in their

classroom

teaching?

2. How often did 34 68.00 10 20.00 6 12.00 0 0.00 0 0.00 4.56 A

your teacher utilize

the

transformational

approach in your

learning activities,

particularly the

group activities?

General Weighted Mean 4.52 A

Legend:

5 = Always (A)

4 = Often (O)

3 = Sometimes (SO)

2 = Seldom (SE)

1 = Never (N)

In this connection, if the responses of the students and teachers were

summed up together, as can be seen in Table 3 (level of implementation of

transformational approach as perceived by the respondents), it is really

observable that majority (Statement 1 = 56.67%, Statement 2= 70%) of the

respondents believes that transformational approach are being implemented in

their school. In fact, the weighted means for Statement 1 (WM = 4.52) and

Statement 2 (WM = 4.52), as well as their grand mean (WM = 4.56), all shows

that the transformational approach are “always” implemented in the school.

 Such findings probably implies that in teaching Social Studies, most

teachers are emphasizing not just the short term outcomes but mostly are the the

long term outcomes related and relevant to their lessons. It may ,also, implies

that most teachers in Social Studies are implementing enabling and culminating

activities that helps their students to see the bigger picture of their lessons -

future life goals and their roles and duties as citizens in human society.

Table 3. Level of Implementation of Transformational Approach as

Perceived by the Respondents

A O SO SE N

Statements 5 4 3 2 1 WM DR

f % f % f % f % f %

1. Integration in
34 56.67 23 38.33 3 5.00 0 0.00 0 0.00 4.52 A
classroom teaching

2. Utilization in

facilitating 42 70.00 12 20.00 6 10.00 0 0.00 0 0.00 4.60 A

students’ learning

General Weighted Mean 4.56 A

Legend:

5 = Always (A)

4 = Often (O)

3 = Sometimes (SO)
 2 = Seldom (SE)

1 = Never (N)

Perceived Level of Effectiveness of Transformational Approach

On the other hand, data on level of effectiveness of transformational

approach, as perceived by the respondents, were subjected as well to descriptive

statistical analysis using frequency, percentage, and weighted mean and the

results can be observed on Tables 4 to 6, respectively.

Based on Table 4, 60% or 6 out of 10 the teacher-respondents always

believed that the transformational approach are effective in their Social Studies

teaching, however, only 50% always agreed that it is effective particularly when it

comes to lesson activities intended to facilitate their students’ learning. But, still,

Statements 1 and 2, as well as their average, shows a mean of 4.50 or can be

interpreted as “always”.

In this regard, it can be seen that majority on the Social Studies educators

believe on the great importance of OBE transformational approach. Probably, it

might be the most reason why they are utilizing this approach even though it,

most of the time, requires a lot of time in the preparation and implementation.

Table 4. Level of Effectiveness of Transformational Approach as

Perceived by the Teachers

Statements A O SO SE N WM DR

5 4 3 2 1

f % f % f % f % f %
1. Do you think

transformational

approach is an 6 60.00 3 30.00 1 10.00 0 0.00 0 0.00 4.50 A

effective teaching

approach?

2. Do you think

transformational

approach is an
5 50.00 5 50.00 0 0.00 0 0.00 0 0.00 4.50 A
effective mean in

facilitating

students’ learning?

General Weighted Mean 4.50 A

Legend:

5 = Always (A)

4 = Often (O)

3 = Sometimes (SO)

2 = Seldom (SE)

1 = Never (N)

Also, Table 5 shows that 58% of the student-respondents always agreed

on effectiveness of the transformational approach in Social Studies teaching.

While in terms of lesson activities, 64% of them always believe on the

effectiveness of this kind of approach. That is why, the generated means of

Statement 1 (WM = 4.50), Statement 2 (WM = 4.60), and also the their grand

mean (WM = 4.55), all shows that students always believe on the effectiveness

of the abovementioned approach.

One of the possible reasons why transformational approach is effective

according to the students, perhaps, because it requires group activities,

simulations, role plays, and real life examples that connects the present lessons

to their present society, and in their future goals and duties for community as

well, that might really excites them, since many students are preferring group,

lively and more engaging real life related lesso activities over the very traditional

teacher-centered activities such as lectures recitation, and rote memorization.

Table 5. Level of Effectiveness of Transformational Approach as

Perceived by the Students

A O SO SE N

Statements 5 4 3 2 1 WM DR

f % f % f % f % f %

1. Do you think 29 58.00 17 34.00 4 8.00 0 0.00 0 0.00 4.50 A

transformational

approach used by

your teacher in

their teaching

affects your life in

one way or
another?

2. Do you think

transformational

approach is an
32 64.00 16 32.00 2 4.00 0 0.00 0 0.00 4.60 A
effective way in

facilitating

students’ learning?

General Weighted Mean 4.55 A

Legend:

5 = Always (A)

4 = Often (O)

3 = Sometimes (SO)

2 = Seldom (SE)

1 = Never (N)

With this regard, the responses of the students and teachers that were

summed up together, as shown in Table 6 (level of effectiveness of

transformational approach as perceived by the respondents), reveals that there is

really a majority of respondents (Statement 1 = 58.33%, Statement 2 = 61.67%)

who always believe on the effectiveness of that transformational approach. As a

matter of fact, they “always” believed such approach is effective as reflected by

the means 4.50, 4.58, and 4.54 of Statements 1 and 2, and Grand Mean,

respectively.
 With that, it can be inferred that majority of the respondents do believe

that in teaching and learning Social Studies, it is important to relate the lesson to

the past and present society, connect the lesson to the students’ lives and in their

future, and emphasize the knowledge, skills and values they should learn from

their lessons that can be used in their future endeavors and also in their real life

situations.

Table 6. Level of Effectiveness of Transformational Approach as

Perceived by the Respondents

A O SO SE N

Statements 5 4 3 2 1 WM DR

f % f % f % f % f %

1. Effectiveness as

an approach in 35 58.33 20 33.33 5 8.33 0 0.00 0 0.00 4.50 A

classroom teaching

2. Effectiveness in

facilitating 37 61.67 21 35.00 2 3.33 0 0.00 0 0.00 4.58 A

students’ learning

General Weighted Mean 4.54 A

Legend:

5 = Always (A)
 4 = Often (O)

3 = Sometimes (SO)

2 = Seldom (SE)

1 = Never (N)

Significant Relationship Between the Levels of Perceived Implementation

and Effectiveness of Transformational Approach

Furthermore, findings on the t-test for significance of correlation between

the levels of perceived implementation and effectiveness of transformational

approach is presented by Table 7.

The data shows that the respondents’ perceived level of implementation

and perceived level of effectiveness of transformational approach on Social

Studies classes posted a Correlation Coefficient - r of .594, Coefficient of

Determination of 0.3525, and p-value equal to 0.000001 at 0.05 alpha level.

With the aforementioned results, it can be deduced from the data that

there is a significant relationship between the respondents’ perceived level of

implementation and perceived level of effectiveness of transformational approach

on Social Studies.

With this regard as well, the data also shows that there is positive

moderate significant relationship between the level of implementation and level of

effectiveness of transformational approach since the p-values found out (p-value

= 0.000001) is less than the alpha value (α = 0.05). Thus, there is enough

evidence to support the claim that there is significant relationship between the
respondents’ perceived level of implementation and perceived level of

effectiveness of transformational approach on Social Studies. Further, it can be

inferred that whenever the perceived level of implementation of transformational

approach in Social Studies classes changes, there is a 35.25% possible

variations on its perceived level of effectiveness. The rest of the variation,

64.75%, is probably caused by factors other than the independent variable.

Therefore, whenever the Social Studies teacher is increasing the

implementation of transformational approach - that is the more they are relating

their lesson in the past, present and future setting of their community and in

society as whole, and the more they are connecting the lessons to the lives and

future goals and duties of their students - the more its effectiveness increases

which probably implies their students are being more affected by this approach,

the more their values and views in the future goals and roles are being

influenced, the more the students are enganged in the classroom, and possibly,

the more their academic performance are being enhanced, .

Table 7. Level of Significant Correlation Between the Perceived Level

of Implementation and Effectiveness of Transformational Approach

LEVEL OF LEVEL OF

IMPLEMENTATION EFFECTIVENESS

AS PERCEIVED BY AS PERCEIVED BY

RESPONDENTS RESPONDENTS
 Pearson
LEVEL OF 1 .594**
Correlation
IMPLEMENTATION AS
Sig. (2-
PERCEIVED BY 0.000001
tailed)
RESPONDENTS
N 60 60

Pearson
LEVEL OF .594** 1
Correlation
EFFECTIVENESS AS
Sig. (2-
PERCEIVED BY 0.000001
tailed)
RESPONDENTS
N 60 60

**. Correlation is significant at the 0.01 level (2-tailed).

Chapter IV

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents a brief summary of the study, its findings

conclusions and recommendations.

This study focused only on the relationship between the levels of

implementation and effectiveness of OBE Transformational Approach among

Grade 11 - Social Studies students of Tayabas Western Academy, SY 2019-

2020.

This study generally aimed to determine the significant correlation

between the implementation and effectiveness of OBE transformational approach

in the teaching-learning of Social Science in Grade 11 of Tayabas Western

Academy, School Year 2019-2020.

Specifically, the study sought to answer to the following questions:

1. What is the level of implementation of transformational approach in

Social Studies classes as perceived by respondents?

2. What is the level of effectiveness of transformational approach in

Social Studies classes as perceived by the respondents?

3. Is there a significant correlation between the perceived level of

implementation and level of effectiveness of transformational

approach?

Findings:

Based on the results of this research study, the researchers presented the

following findings:

1. Majority or 56.67% of the respondents agrees that transformational

approach are always integrated in their classroom teaching and 70%

of them believes such approach is always utilized in facilitating

 students’ learning in Social Studies. Also, the weighted mean for

Statement 1 (integration in classroom teaching) is 4.52 (always) and

Statement 2 (utilization in facilitating students’ learning) is 4.60

(always). Moreover, the General Weighted Mean is 4.56 (always).

2. Majority or 58.33% of the respondents always believe that

transformational approach are effective in Social Studies classroom

teaching and 61.67% always agree that the mentioned approach is

effective in facilitating students’ learning. In addition, the weighted

mean for Statement 1 (effectiveness in classroom teaching) is 4.50

(always) and Statement 2 (effectiveness in facilitating students’

learning) is 4.58 (always). Moreover, the General Weighted Mean is

4.54 (always).

3. The students’ perceived level of implementation and level of

effectiveness of transformational approach has significant positive

moderate correlation with coefficient r of 0.594, coefficient of

determination r2 of 0.3525, p-value of 0.000001, at 0.05 alpha level.

Conclusions

Based on the findings of this study, the following conclusions were drawn

and summarized as follows:

1. Transformational approach are always integrated by teachers in

classroom teaching and in facilitating students’ learning.

2. Transformational approach are always perceived as effective

 approach in classroom teaching and in facilitating students’ learning.

3. There is significant positive moderate correlation between the

perceived level of implementation and level of effectiveness of

transformational approach. The 35.25% variation in the perceived

level of effectiveness is accounted by the variations in the perceived

level implementations; the rest of the variation, 64.75%, is probably

caused by factors other than the independent variable.

Recommendations

Based on the findings and conclusions of this study, the following

recommendations were drawn and presented as follows:

1. The practice of transformational approach must be continued regularly

in appropriate manner.

2. Teachers may undergo some trainings that will enhance and upgrade

more their knowledge and skills in developing creative, timely and

highly relevant-to-Industrial Revolution 4.0 enabling and culminating

activities in Social Studies that may effectively engage more the

students and emphasize their roles and duties in their present

community and society, and on their goals and roles as well.

4. School heads may design and conduct enhancement seminar-

workshops on Transformational Approach, particularly, on how to

integrate it thorough in developing instructional materials and

assessing the students’ learning in Social Studies that can help the

students develop life long skills and values that they can be used as
 part of the society.

3. A parallel studies considering other variables such as teachers’ level of

competencies in using transformational approach and academic

performance measured in grades, may be conducted. Also, a related

research should be conducted using different population, increased

sample size and longer time frame to further quantify and qualify

results.
 REFERENCES

Bagnate, M., Caparros, N., Nolos, J., & Tiama, R. (2015). Numeracy Skills and
Academic Performance of Grade Eight Students: A Basis for Mathematics
Enhancement Program for Non-Numerates. Unpublished undergraduate
thesis, Southern Luzon State University, Philippines.

Roces, A. (2019). The Value of Corporate Social Responsibility to Consumers.

Unpublished doctoral dissertation, Southern Luzon State University,
Lucban, Quezon.
 APPENDIX

Instrument

Dear Respondents:

Good day!

The undersigneds are fourth year students taking up Bachelor of Secondary Education
major in Social Studies at the Tayabas Western Academy. As part of the requirements
of the degree, they are conducting a research study entitled “Effectiveness of OBE
Transformational Approach in Teaching Social Science in Grade 11 of Tayabas Western
Academy”.

This study generally aimed to determine the significant correlation between the
implementation and effectiveness of OBE transformational approach in the teaching-
learning of Social Science in Grade 11 of Tayabas Western Academy, School Year
2019-2020.

In connection with this, the undersigneds would like to request for your participation in
their data gathering by accomplishing the attached research questionnaire. Your
cooperation will certainly contribute to the success of this research study.

Rest assured that any data you will provide will be treated with strictest confidentiality.

Thank you very much.

Respectfully yours,

Michelle A. Amparo

Michael Catolico

Cristine Angel D. Fabros

Christine V. Peyra
Researchers

Noted by:

DR. RUFINO L. TANIO

Research Adviser
 TRANSFORMATIONAL APPROACH: ITS IMPLEMENTATION AND
EFFECTIVENESS IN GRADE 11 SOCIAL STUDIES CLASSES

Name (Optional): ____________________________

Note: For assistance, questions or clarifications, feel free to ask the researchers.

This part of the questionnaire will determine your level of perceived

implementation and level of perceived effectiveness of transformational
approach. Please check () the appropriate box indicating your answer to the
statements provided.

Legend:
5 = Always (A)
4 = Often (O)
3 = Sometimes (SO)
2 = Seldom (SE)
1 = Never (N)

QUESTIONNAIRE (To be filled up by Teachers):

In terms of implementation,…

Statements 5 4 3 2 1
1. How often did you integrate the transformational
approach in your classroom teaching?
2. How often did you utilize the transformational
approach in facilitating your students’ learning

In terms of effectiveness,…

Statements 5 4 3 2 1
1. Do you think transformational approach is an
effective teaching approach?
2. Do you think transformational approach is an
effective mean in facilitating students’ learning?
 TRANSFORMATIONAL APPROACH: ITS IMPLEMENTATION AND
EFFECTIVENESS IN GRADE 11 SOCIAL STUDIES CLASSES

Name (Optional): ____________________________

Note: For assistance, questions or clarifications, feel free to ask the researchers.

This part of the questionnaire will determine your level of perceived

implementation and level of perceived effectiveness of transformational
approach. Please check () the appropriate box indicating your answer to the
statements provided.

Legend:
5 = Always (A)
4 = Often (O)
3 = Sometimes (SO)
2 = Seldom (SE)
1 = Never (N)

QUESTIONNAIRE (To be filled up by Students):

In terms of implementation,…

Statements 5 4 3 2 1
1. How often did your teacher integrate the transformational
approach in their classroom teaching?
2. How often did your teacher utilize the transformational
approach in your learning activities, particularly the group
activities?

In terms of effectiveness,…

Statements 5 4 3 2 1
1. Do you think transformational approach used by your
teacher in their teaching affects your life in one way or
another?
2. Do you think transformational approach is an effective way
in facilitating students’ learning?
 APPENDIX

Computations

TEACHERS IMPLEMENTATION EFFECTIVENESS

Respondents S1 S2 S1 S2
1 5 5 5 4
2 5 5 4 4
3 4 5 4 5
4 4 4 5 4
5 4 5 3 5
6 5 5 5 4
7 5 5 5 5
8 5 5 4 5
9 5 5 5 4
10 5 4 5 5

STUDENTS IMPLEMENTATION EFFECTIVENESS

Respondents S1 S2 S1 S2
1 5 3 4 3
2 5 5 5 5
3 4 5 4 5
4 5 5 5 5
5 4 4 4 4
6 5 5 5 5
7 4 3 3 4
8 5 5 5 5
9 5 5 5 4
10 4 4 4 4
11 5 5 5 5
12 4 4 4 4
13 4 4 4 4
14 5 5 5 5
15 5 5 5 5
16 5 5 4 4
17 5 5 5 5
18 5 5 5 5
19 5 5 5 5
20 3 3 3 5
21 4 5 5 4
22 4 5 4 5
23 5 5 5 5
24 5 5 5 5
25 4 4 4 4
 26 5 5 5 4
27 5 5 4 5
28 5 5 5 5
29 4 5 5 5
30 4 3 4 4
31 3 4 4 3
32 5 3 3 4
33 3 3 5 4
34 4 4 5 5
35 4 5 4 4
36 5 5 5 5
37 4 4 5 5
38 4 5 3 5
39 4 5 5 5
40 5 5 4 4
41 4 5 5 5
42 4 5 5 5
43 5 5 5 5
44 4 5 4 5
45 5 5 5 5
46 5 5 5 5
47 5 5 5 5
48 5 5 5 5
49 4 4 4 4
50 5 4 4 5

Respondent IM-S1 IM-S2 IM-MEAN EF-S1 EF-S2 EF-MEAN

T 1 5 5 5.00 5 4 4.50
T 2 5 5 5.00 4 4 4.00
T 3 4 5 4.50 4 5 4.50
T 4 4 4 4.00 5 4 4.50
T 5 4 5 4.50 3 5 4.00
T 6 5 5 5.00 5 4 4.50
T 7 5 5 5.00 5 5 5.00
T 8 5 5 5.00 4 5 4.50
T 9 5 5 5.00 5 4 4.50
T 10 5 4 4.50 5 5 5.00
S 11 5 3 4.00 4 3 3.50
S 12 5 5 5.00 5 5 5.00
S 13 4 5 4.50 4 5 4.50
S 14 5 5 5.00 5 5 5.00
S 15 4 4 4.00 4 4 4.00
S 16 5 5 5.00 5 5 5.00
S 17 4 3 3.50 3 4 3.50
 S 18 5 5 5.00 5 5 5.00
S 19 5 5 5.00 5 4 4.50
S 20 4 4 4.00 4 4 4.00
S 21 5 5 5.00 5 5 5.00
S 22 4 4 4.00 4 4 4.00
S 23 4 4 4.00 4 4 4.00
S 24 5 5 5.00 5 5 5.00
S 25 5 5 5.00 5 5 5.00
S 26 5 5 5.00 4 4 4.00
S 27 5 5 5.00 5 5 5.00
S 28 5 5 5.00 5 5 5.00
S 29 5 5 5.00 5 5 5.00
S 30 3 3 3.00 3 5 4.00
S 31 4 5 4.50 5 4 4.50
S 32 4 5 4.50 4 5 4.50
S 33 5 5 5.00 5 5 5.00
S 34 5 5 5.00 5 5 5.00
S 35 4 4 4.00 4 4 4.00
S 36 5 5 5.00 5 4 4.50
S 37 5 5 5.00 4 5 4.50
S 38 5 5 5.00 5 5 5.00
S 39 4 5 4.50 5 5 5.00
S 40 4 3 3.50 4 4 4.00
S 41 3 4 3.50 4 3 3.50
S 42 5 3 4.00 3 4 3.50
S 43 3 3 3.00 5 4 4.50
S 44 4 4 4.00 5 5 5.00
S 45 4 5 4.50 4 4 4.00
S 46 5 5 5.00 5 5 5.00
S 47 4 4 4.00 5 5 5.00
S 48 4 5 4.50 3 5 4.00
S 49 4 5 4.50 5 5 5.00
S 50 5 5 5.00 4 4 4.00
S 51 4 5 4.50 5 5 5.00
S 52 4 5 4.50 5 5 5.00
S 53 5 5 5.00 5 5 5.00
S 54 4 5 4.50 4 5 4.50
S 55 5 5 5.00 5 5 5.00
S 56 5 5 5.00 5 5 5.00
S 57 5 5 5.00 5 5 5.00
S 58 5 5 5.00 5 5 5.00
S 59 4 4 4.00 4 4 4.00
S 60 5 4 4.50 4 5 4.50
Mean 4.52 4.60 4.56 4.50 4.58 4.54
Median 5.00 5.00 4.75 5.00 5.00 4.50
Mode 5.00 5.00 5.00 5.00 5.00 5.00
Standard Deviation 0.60 0.67 0.55 0.65 0.56 0.49
 Kurtosis -0.29 0.77 0.61 -0.15 -0.11 -0.84
Skewness -0.81 -1.43 -1.13 -0.95 -0.94 -0.62
Maximum 5.00 5.00 5.00 5.00 5.00 5.00
Minimum 3.00 3.00 3.00 3.00 3.00 3.50
Frequency 60 60 60 60 60 60
Confidence Interval
4.64 4.74 4.67 4.64 4.7 4.65
(90%) - Upper Limit
Confidence Interval
4.39 4.46 4.44 4.36 4.46 4.44
(90%) - Lower Limit
Confidence Interval
4.67 4.77 4.7 4.66 4.73 4.67
(95%) - Upper Limit
Confidence Interval
4.37 4.43 4.42 4.34 4.44 4.42
(95%) - Lower Limit
Confidence Interval
4.72 4.82 4.74 4.72 4.77 4.7
(99%) - Upper Limit
Confidence Interval
4.32 4.38 4.38 4.28 4.4 4.38
(99%) - Lower Limit
f f f f
5 = Always 34 42 35 37
4 = Often 23 12 20 21
3 = Sometimes 3 6 5 2
2 = Seldom 0 0 0 0
1 = Never 0 0 0 0

Model Summaryb

Model R R Adjusted Std. Error Change Statistics

Square R Square of the
Estimate R Square F df1 df2 Sig. F
Change Change Change

1 .594a .353 .341 .397 .353 31.581 1 58 0.000001

a. Predictors: (Constant), LEVEL OF IMPLEMENTATION AS PERCEIVED BY THE
RESPONDENTS
b. Dependent Variable: LEVEL OF EFFECTIVENESS AS PERCEIVED BY THE
RESPONDENTS

Coefficientsa
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) 2.111 .435 4.849 .000
 LEVEL OF
IMPLEMENTATION AS
.533 .095 .594 5.620 .000
PERCEIVED BY THE
RESPONDENTS
a. Dependent Variable: LEVEL OF EFFECTIVENESS AS PERCEIVED BY THE
RESPONDENTS