MMED: GEOGRAPHICAL KNOWLEDGE ENHANCEMENT FOR GRADE 7 STUDENTS AT REINA MERCEDES VOCATIONAL SCHOOL

Authors

  • WARREN MARK BERMUDEZ Faculty of the College of Education, Ifugao State University Potia Campus, Ifugao, Philippines.

DOI:

https://doi.org/10.55197/qjssh.v5i1.327

Keywords:

Geographical education, Southeast Asean Countries, educational intervention, instruction, spatial knowledge

Abstract

This action research investigates the effectiveness of the MMED (Map Me Educational Booklet) in enhancing the geographical knowledge of Grade 7 students at Reina Mercedes Vocational and Industrial School. Grounded in the interdisciplinary nature of social science, particularly the symbiotic relationship between geography and history, the study addresses challenges in Araling Panlipunan, revealing disinterest due to a lack of relevance and interactive learning experiences. Inspired by research on teaching aids and supplementary materials, the researcher developed the "Map Me Educational Booklet" as an evidence-based intervention. Employing a Quasi-Experimental design, the study randomly assigned students to control and experimental groups. Results indicate a substantial improvement in both groups, with the experimental group displaying a more significant enhancement. Statistical analyses support the effectiveness of the booklet, emphasizing its positive impact on student performance. The study contributes to existing literature by aligning with real-world studies and providing a practical, evidence-based platform. Utilizing mean scores, variance analysis, t-tests, and Cohen's D, the research establishes the significance of the intervention. The findings support the booklet's role in active learning and highlight its potential for educational practices, emphasizing the need for innovative tools to address challenges in geography education. The study recommends the implementation of the "Map Me Educational Booklet" as a valuable supplement to enhance geographical knowledge, fostering implications for teaching and learning modalities.

References

Aguimlod, C.A., Tanduyan, M., Trangia, E., Genelza, G. (2023): THE LEARNING INTEREST IN SOCIAL STUDIES EDUCATION: IN THE LENS OF JUNIOR HIGH SCHOOL STUDENTS. – Galaxy International Interdisciplinary Research Journal 11(9): 108-122.

Chick, N. (2020): Learning Style. – Vanderbilt University Center for Teaching 7p.

Davidson, S. (2020): The benefits of booklets. – NiEnglishTeacher Portal 7p.

Kedron, P., Holler, J. (2022): Replication and the search for the laws in the geographic sciences. – Annals of GIS 28(1): 45-56.

Nisbet, R.A., Greenfeld, L. (2023): Social science. – Encyclopedia Britannica 16p.

Santos, M. (2021): For a new geography. – University of Minnesota Press 272p.

Uygarer, R., Uzunboylu, H. (2017): An investigation of the digital teaching book compared to traditional books in distance education of teacher education programs. – Eurasia Journal of Mathematics, Science and Technology Education 13(8): 5365-5377.

Downloads

Published

2024-02-26

How to Cite

BERMUDEZ, W. M. (2024). MMED: GEOGRAPHICAL KNOWLEDGE ENHANCEMENT FOR GRADE 7 STUDENTS AT REINA MERCEDES VOCATIONAL SCHOOL. Quantum Journal of Social Sciences and Humanities, 5(1), 96–102. https://doi.org/10.55197/qjssh.v5i1.327

Issue

Section

Articles