“Group Work in the Classroom: Circle of Voices Learning Method in Social Studies ”

DAGATAN NATIONAL HIGH SCHOOL

DAGATAN, DOLORES, QUEZON

“Group Work in the Classroom: Circle of Voices

Learning Method in Social Studies”

Prepared by:

Luzviminda M. Alcantara Perla R. Leynes

Social Studies Teacher Social Studies Teacher

Checked by:

Loreta A. Leynes
Head Teacher I- TLE

Approved by:

Carlo Erba M. Pacinos

Principal II

Noted by:

Gerry A. Grimaldo
OIC District Supervisor

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ABSTRACT
PURPOSE:

The paper aimed to describe how group work in the classroom can play
out in a traditional classroom setting and reflect on the impact of activity-
based group work through circle of voices learning method on academic
performance about Agricultural Sectors of Grade 9 Economic learners. A
group work with given activity-based learning strategy was significantly effective
method to motivate students, encourage active learning, and develop key critical-
thinking, communication, and decision-making skills. Thus, teaching-learning
was made more effective through utilization of group work.

DESIGN/METHODOLOGY/APPROACH

Quasi-Experimental design of research was used in this study. A group of

Grade 9 Economics students composed of thirty five (35) learners were given
pretest and post test on Agricultural Sector. Through activity-based group
work, particularly the circle of voices learning method was implemented and
considerable impact was evident on the difference of their pretest and post
test.

FINDINGS

Grade 9 Economic Learners post test on Agricultural Sector is significantly

higher than their pretest. This proved the impact and effectiveness of activity-
based group work through circle of voices learning method which generate ideas,
develop listening skills, have all students participate, and equalize learning
environment. As an activity-based strategy it engaged experiential learning
opportunities.

ORIGINALITY/VALUE

Learning through activity-based group work with circle of voices learning

method provided possibilities of improved performance in the study of
Agricultural Sector. It allowed active participation for members of the group to
experience learning in their group task.

Keywords: Group work, activity-based strategy, circle of voices

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I. INTRODUCTION

Approaches and teaching strategies are important tools toward the

development of the students’ intellect, attitudes and spirit that they may be
inspired to study and understand Social Studies.

One of the reasons for the widespread interest in groups is the recognition
that a group has greater resources than any single member alone. It can also be
expressed in proverbs, “Sticks in a bundle are unbreakable” and “Many hands
make light work”. Indeed, the “TEAM” acronym says it all: “Together Everyone
Achieves More”. Thus, adaption of teaching trends is a must in order to inspire
our learners to embrace the subject. It is the basis of the Regional Memorandum
No.11 S. 2015 or the 2C-2I-1 R Pedagogical Approaches. It was formulated to
build up information skills, learning and innovation skills, communication skills,
life and career skills of all learners in the basic education program.

Group work through circle of voices with activity-based strategy is a

constructivist approach. It allows learners to be active in the process of
constructing meaning and knowledge rather than passively receiving information.
It fosters critical thinking and provides learners with a learning environment that
helps them make connections with their learning.

STATEMENT OF THE PROBLEM

This study aimed to determine the effectiveness of activity-based group

work strategy through circle of voices learning method in Social Studies among
Grade 9-Economics learners.

Specifically, it sought to answer the following questions:

1. What is the mean score in pretest prior to utilization of group work

strategy through circle of voices method?

2. What is the mean score in post-test after the utilization of group work
strategy through circle of voices method?

3. Is there a significant difference between the pretest and post test mean
score before and after the utilization of activity-based group work strategy
through circle of voices learning method?

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4. What are the significant developments with the utilization of activity-

based group work strategy through circle of voices learning method in the
performance of Grade 9-Economic learners?

HYPOTHESIS

There is no significant difference between the pretest and post test mean
scores before and after the utilization of activity-based group work strategy
through circle of voices learning method.

II. BRIEF REVIEW OF RELATED LITERATURE AND STUDIES

Activity method is a technique adopted by a teacher to emphasize his or

her method of teaching through activity in which the students participate
rigorously and bring about efficient learning experiences. It is a child-
centered approach. It is a method in which the child is actively involved in
participating mentally and physically. Learning by doing is the main focus in this
method. Learning by doing is imperative in successful learning since it is well
proved that more the senses are stimulated, more a person learns and longer
he/she retains.

There is consensus in the literature reviewed that group work is viewed as

a meaningful and valued learning method. The value of group work is that
students learn to function in groups; that group work enhances experiential
learning of group dynamics; that students learn professionally related interactive
skills and collaborative problems solving skills; and that it saves staff time and
effort. In group work, students learn from each other and learn to share ideas by
justifying and defending their views. Furthermore, small group learning is
reported to enhance student learning by leading to greater retention.

Pine G (1989) mentions that in an activity based teaching, learners

willingly with enthusiasm internalize and implement concepts relevant to their
needs.

The Russian psychologist Lev Vygotsky's (1896–1934) relevance to

constructivism derives from his theories about language, thought, and their
mediation by society. Vygotsky held the position that the child gradually

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internalizes external and social activities, including communication, with more

competent others. Although social speech is internalized in adulthood (it
becomes thinking), Vygotsky contended that it still preserves its intrinsic
collaborative character.

The circle of voices method involves students taking turns to speak.

Students form circles of four or five. Give students a topic, and allow them a few
minutes to organize their thoughts about it. Then the discussion begins, with
each student having up to three minutes (or choose a different length) of
uninterrupted time to speak. During this time, no one else is allowed to say
anything. After everyone has spoken once, open the floor within the subgroup for
general discussion. Specify that students should only build on what someone
else has said, not on their own ideas; also, at this point, they should not introduce
new ideas (Brookfield & Preskill, 1999).

Bradford, Benne, and Lippitt stated that: It can help us gain the
instruments and skills for diagnosing group ills. It can help us become familiar
with the many facets of leadership and membership as necessary group
responsibilities. It can help us train ourselves and others as more productive
group members and leaders. It can help us measure and evaluate our progress
in group growth.

CONCEPTUAL FRAMEWORK

In constructivist classrooms, curriculum is generally a process of digging

deeper and deeper into big ideas, rather than presenting a breadth of coverage.
Russian psychologist Lev Vygotsky's (1896–1934) relevance to constructivism
derives from his theories about language, thought, and their mediation by
society. Vygotsky held the position that the learners gradually internalizes
external and social activities, including communication, with more competent
others.

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RESEARCH PARADIGM

INPUT PROCESS OUTPUT

Analysis of the
Traditional significant Activity-based
Classroom Setting difference in the group work
mean score in through circle of
Pretest and Post Agricultural Sector voices learning
test mean scores lesson prior and method
prior and after the after the utilization effectiveness in
utilization of group of activity-based teaching the
work through circle group work through Agricultural
of voices method circle of voices Sector lesson in
learning method Economics

Figure 1. The Input-Process-Output (IPO) Model

III. METHODOLOGY

RESEARCH DESIGN

This study employed descriptive method of research for it intended to

determine the effectiveness of activity-based group work through circle of voices
learning method in teaching and learning Agricultural Sector in Economics. A
pretest and post test were executed to collect scores of a group of 35 Grade 9
Economics learners.

RESEARCH LOCALE

The study was conducted in Grade 9 Zircon of Dagatan National High

School, Dagatan, Dolores, Quezon.

POPULATION AND SAMPLE

The total number of respondents was 35 learners in Dagatan National

High School coming from Grade 9 Zircon. The research was conducted by the
practice teacher in Economics with the supervision of the cooperating teacher
and class adviser.

RESEARCH INSTRUMENT

The instrument used in the study is a lesson from Learners Economics

Module Unit 4 with the topic Agricultural Sector and a pretest and post test were

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administered prior and after the utilization of activity-based group work through
circle of voices learning method.

DATA GATHERING PROCEDURE

The data were gathered after the end of lesson. A comparison of the
pretest and post test mean percentage score were subjected for statistical
treatment which determined effectiveness of activity-based approach group work
through circle of voices learning method.

STATISTICAL TREATMENT OF DATA

The research result was computed using the two-tailed t-test which
determined the significant difference between the pretest and post test mean
score.

IV.RESULTS AND DISCUSSIONS

The following data were obtained before and after the utilization of activity-
based group work through circle of voices learning method with a 20-item test
and 35 respondents from Grade 9 Zircon Economics class.

Table 1
Test Scores Between Pretest and post test

No. of Students Pretest Post Test

1 9 15
2 9 12
3 9 14
4 9 14
5 7 10
6 5 10
7 8 10
8 8 19
9 7 20
10 7 19
11 9 10
12 3 15
13 4 12
14 8 16
15 7 18
16 7 12
17 6 10
18 10 12
19 9 20

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20 8 18
21 9 19
22 10 20
23 10 20
24 9 19
25 9 19
26 12 18
27 10 18
28 10 16
29 7 16
30 9 18
31 6 12
32 9 15
33 9 17
34 4 16
35 7 20

Table 2
Pretest and post test mean score of Economics learners

Pretest Post test

Standard Standard
Mean Mean
Deviation Deviation
7.97 1.95 15.69 3.49

Table 2 shows that with traditional learning the pretest mean score is 7.97
in a 20-item test. While after the utilization of activity-based group work through
circle of voices learning method the post test mean score is 15.69 with same item
number and respondents. The result conveys the significant impact in the
learning-teaching learning process between traditional learning and utilization of
activity-based approach group work through circle of voices learning method.

Table 3
Ttest Computation of Pre-Test and Post-Test mean score of Economics
learners

Mean SD P Value Remarks

Pretest 7.97 1.95
<0.0001 Reject Ho
Post Test 15.69 3.49

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Table 3 conveys the pretest and post test mean score in Agricultural
lesson in Economics. It gained the P-value <0.0001 at 0.05 level of significance.
Thus, the null hypothesis that there is no significant difference between the
pretest and post test mean scores before and after the utilization of activity-
based group work strategy through circle of voices learning method is rejected.
This proves that a learner performs more effectively when belong in a group with
activity-based strategy than learning individually.

IV. CONCLUSIONS

Grade 9 Economic Learners post test on Agricultural Sector is

significantly higher than their pretest. This proved the impact and effectiveness
of activity-based group work through circle of voices learning method which
generate ideas, develop listening skills, have all students participate, and
equalize learning environment. As an activity-based strategy it engaged a team
effort with social interaction and experiential learning opportunities.

RECOMMENDATIONS

Based on the findings and conclusions made, the following points are
recommended:
1. Social studies should be made an interesting subject by adapting various
teaching-learning strategies and methods such as the utilization of activity-
based group work through circle of voices learning method for innovation.
2. The utilization of activity-based group work through circle of voices
learning method can be periodically adapted to improve learners’
academic performance.
3. Conduct further study that is related to activity-based group work strategy
to determine perceptions of social studies education students regarding
the extent of use and effectiveness of selected teaching methods and
tools, because the perceptions of students may be different from the
teachers.

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REFERENCE

Deped.gov.ph. (2017). Cite a Website - Cite This For Me. [online] Available at:
http://www.deped.gov.ph/sites/default/files/memo/2016/DM_s2016_216.pd
[Accessed 17 Nov. 2017].

Action Research Proposal: Group Work Dynamics by colleen katzenberger

25 April 2016: https://prezi.com/fwld97da9jp4/methods-and-techiques-in-
teaching-araling-panlipunan/

Group Work in the Classroom: Types of Small Groups

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-
tips/developing-assignments/group-work/group-work-classroom-types-small-
groups

A Study of Group Dynamics as a Classroom Process C. Bruce Schwarck: Central

Washington University: :http://digitalcommons.cwu.edu/etd

Learning Theory - Constructivist Approach_

http://education.stateuniversity.com/pages/2174/Learning-Theory-
CONSTRUCTIVIST-APPROACH.html

Constructivism: A Holistic Approach to Teaching and Learning by Janet Giesen,

Faculty Development and Instructional Design Center Northern Illinois University

University Teaching Development Centre. Victoria University of Wellington. Group work

and group assessment. UTDC Guidelines. [updated and cited 2012, 9 May].
Available from: http://www.utdc.vuw.ac.nz/resources/guidelines/groupwork.pdf

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APPENDIX

Isulat ang titik ng pinakatamang sagot sa sagutang papel.

1. Ang sumusunod ay ang mga salik na maaaring makatulong sa pagsulong ng ekonomiya ng isang
bansa maliban sa: A. likas na yaman B. yamang- tao C. teknolohiya D. kalakalan

Para sa bilang 2, basahin ang sumusunod na talata at sagutin ang mga tanong sa ibaba nito.
Noong nakaraang taon, umangat daw ng 7.2 porsiyento ang ekonomiya ng Pilipinas at
pumangalawa sa China. Maraming nasiyahan nang marinig ang balitang ito. Napakagandang balita dahil
pangalawa sa magandang ekonomiya ang Pilipinas. Pero nang lumabas ang survey ng Social Weather
Stations (SWS) kamakailan na 12.1 milyong Pilipino ang walang trabaho, maraming nadismaya at hindi
makapaniwala. Nasaan na ang sinasabing magandang ekonomiya. Hindi ito tugma sa laging sinasabi ng
pamahalaan, gumanda ang ekonomiya ng bansa. (http://www.philstar.com/psn-
opinyon/2014/02/13/1289713/editoryal-umangat-ang-ekonomiya-dumami-ang-jobless)

2. Kung ang konsepto ng kaunlaran ang pagbabasehan, malinaw na inilalahad sa balita na:
A. Ang pag-angat ng ekonomiya ng bansa ay hindi nangangahulugan ng pagtaas ng kalidad ng pamumuhay
ng mga mamamayan.
B. Hindi sapat na batayan ang paglago ng ekonomiya upang masabing ganap na maunlad ang bansa.
C. Ang bansa ay patuloy pa ring nakaasa sa mga manggagawang Pilipinong nakabase sa ibayong-dagat.
D. Hindi sapat na sukatan ng kaunlaran ang mga tradisyonal na panukat gaya ng GDP.
3. Datapwa’t patuloy ang pagtaas ng mga pigura na nagpapakita ng paglago ng ekonomiya ng bansa,
marami pa ring Pilipino ang hindi naniniwala rito. Isa sa mga dahilan nito ay ang patuloy na korapsyon.
Paano kumikilos ang mga mamamayang Pilipino upang tuluyan nang matuldukan ang napakatagal na
problemang ito?
A. Hinahayaan na lamang ng mga Pilipino na ang pamahalaan at ang mga hukuman ang umusig sa mga
tiwaling opisyal ng gobyerno.
B. Idinadaan na lamang nila sa samu’t saring protesta ang kanilang mga hinaing ukol sa talamak na
korapsyon sa pamahalaan.
C. Mulat ang mga Pilipino sa mga anomalya at korapsyon, maliit man o malaki, kaya’t nakahanda silang
ipaglaban kung ano ang tama at nararapat.
D. Ipinagsasawalang-kibo na lamang ng mga mamamayan ang mga maling nagaganap sa ating bansa.
4. Hindi sapat na iasa sa pamahalaan ang laban sa kahirapan at ang mithiing kaunlaran. Bilang isang
mamamayang Pilipino, may obligasyon ka ring dapat gawin upang makatulong sa pag-abot sa
kaunlaran. Bilang isang mag-aaral, ano ang bagay na maaari mong gawin upang makatulong sa bansa?
A. Maging mulat sa mga anomalyang nangyayari sa lipunan.
B. Makisangkot sa pagpapatupad at pakikilahok sa mga proyektong pangkaunlaran sa paaralan at sa
komunidad.
C. Tangkilikin ang mga produktong sariling atin.
D. Wala sa nabanggit
5. Sinasabing malaking bahagdan ng mga Pilipino lalong-lalo na sa mga probinsiya ang nakaasa sa
agrikultura para mabuhay. Alin sa sumusunod ang hindi nabibilang sa sektor ng agrikultura?
A. pagmimina B. pangingisda C. paggugubat D. paghahayupan
6. Isang pangunahing suliraning kinakaharap ng sektor ng agrikultura ay ang pagkabulok o madaling
pagkasira ng kanilang mga ani o produktong agrikultural. Bakit nangyayari ito?
A. Hindi marunong mag-imbak ang mga magsasaka.
B. Kawalan ng mga mamimili sa pamilihan
C. Kawalan ng maayos na daan patungo sa pamilihan (farm-to-market road)
D. Likas sa mga Pilipino ang pagiging tamad.
7. Noong Hunyo 2014, natapos na ang Comprehensive Agrarian Reform Program Extension with
Reforms (CARPER). Kaya ang iba’t ibang samahan at ang Simbahang Katolika ay nagkapit-bisig upang
hilingin sa pamahalaan na dagdagan pa ng dalawang taon ang implementasyon nito. Gaano ba kahalaga
ang repormang agraryo ng pamahalaan para sa mga magsasaka?
A. Nagkakaroon ng sariling lupa ang mga magsasaka.
B. Natutugunan ng pamahalaan ang mga hinaing at problema ng sektor ng agrikultura.
C. Nabibigyang-pansin ang mga magsasaka sa pamamagitan ng maayos na sistema ng pautang, mga
proyektong pang-imprastruktura, redistribusyon ng lupa, at iba pa.
D. Lahat ng nabanggit

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Para sa bilang 8, suriin ang sumusunod na datos at sagutin ang tanong sa ibaba nito.

8. Ang Pilipinas ang isa sa pinakamayayamang bansa kung ang pag-uusapan ay likas na yaman. Mataba
ang mga lupain at hitik ang ating mga anyong- tubig sa iba’t ibang yamang-dagat. Ngunit kapansin-
pansin sa mga datos sa itaas na ang sektor ng agrikultura ang may pinakamaliit na ambag sa
ekonomiya ng bansa mula 2005- 2010. Ano ang nais ipahiwatig nito?
A. Kulang ang mga pasilidad at imprastruktura na tutulong sa agrikultura.
B. Mas prayoridad ng pamahalaan ang sektor ng industriya at serbisyo.
C. Kulang ang suporta na tinatanggap ng mga kababayan nating nasa sektor ng agrikultura.
D. Lahat ng nabanggit
9. Alin sa sumusunod na sektor ang namamahala sa pagpoproseso ng mga hilaw na materyal upang ito
ay maging isang produkto?
A. agrikultura B. industriya C. paglilingkod D. impormal na sektor
10. Itinuturing ang agrikultura bilang primaryang sektor ng ekonomiya samantalang ang industriya
naman ang tinatawag na sekondaryang sektor. Mahalaga ang papel na ginagampanan ng dalawang
sektor na ito sa pagsulong ng ekonomiya ng bansa. Alin sa sumusunod na pahayag ang nagpapakita ng
epektibong ugnayan o interaksiyon ng dalawang sektor?
A. Sa malalawak na lupain nagaganap ang mga produksiyon ng agrikultura samantalang ang industriya ay
sa mga bahay-kalakal.
B. Ang magsasaka ang pangunahing tauhan ng agrikultura samantalang ang mga entreprenyur naman ang
kapitan ng industriya.
C. Ang mga hilaw na materyales na nagmumula sa sektor ng agrikultura ay lubhang mahalagang sangkap
sa sektor industriya upang gawing panibagong uri ng produkto.
D. Ang industriya ay gumagamit ng mga makinarya samantalang ang agrikultura ay nanatili sa tradisyonal
na pamamaraan ng pagsasaka.
11. Ang industriyalisasyon, sa kasalukuyan, ang nagsisilbing batayan ng kaunlaran ng isang bansa. Sa
pananaw na ito, nagaganap lamang ang kaunlaran kung nagkakaroon ng pagbabago mula sa pagiging
agrikultural patungo sa pagiging industriyal. Ngunit marami ring limitasyon ang industriyalisasyon. Alin
sa sumusunod na pahayag ang HINDI nagpapatotoo rito?
A. Ang pag-unlad ng teknolohiya ay nakatutulong upang makagawa pa ng mas maraming produkto at
serbisyong kailangan at gusto ng mga tao.
B. Ang malawakang paggamit ng teknolohiya katulad ng mga makinarya ay nakaaapekto sa availability ng
hanapbuhay para sa mga manggagawa.
C. Unti-unting nasisira ang ating kapaligiran dulot ng polusyon at masyadong mabilis na
industriyalisasyon.
D. Nakatutulong sa pagbabayad ng utang panlabas ng bansa bunga na rin ng mataas na pambansang kita.
12. Alin sa sumusunod na sektor ang binubuo mga pormal na industriya tulad ng pananalapi, insurance,
komersiyo, real estate, kalakalang pakyawan at pagtitingi, transportasyon, pag-iimbak, komunikasyon,
at mga serbisyong pampamayanan, panlipunan, at personal?
A. agrikultura B. industriya C. paglilingkod D. impormal na sektor
13. Isa sa mga napakalaking problemang kinakaharap ng sektor ng paglilingkod ang suliranin sa
kontraktuwalisasyon. Maraming kompanya ang humahanap lamang ng mga manggagawang handang
magtrabaho sa kanila nang hindi lalampas sa anim na buwan. Alin sa sumusunod na pahayag ang
dahilan kung bakit patuloy pa rin ang contractualization sa kabila ng kabi-kabilang protesta ng mga
manggagawa?
A. Mas makatitipid ang mga kompanya kung ang mga manggagawa ay kontraktuwal dahil wala silang mga
benepisyo tulad ng SSS at PhilHealth.
B. Dahil mababa lamang ang mga pasahod sa mga manggagawang kontraktuwal, lumiliit ang gastusin ng
mga kompanya.
C. Ang mga manggagawang kontraktuwal ay hindi maaaring tumanggi sa mga overtime na trabaho lalo na
sa mga peak season kahit na lumagpas pa ito sa itinakdang oras ng paggawa sa batas.
D. Lahat ng nabanggit

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14. Ang kakayahan ng sektor ng paglilingkod na matugunan ang pangangailangan ng lipunan ay isang
palatandaan ng masiglang ekonomiya ng bansa. Bakit itinuturing na mahalaga ang papel na
ginagampanan ng sektor ng paglilingkod?
A. Sila ang nagkakaloob ng lakas-paggawa, kasanayan, kaalaman, at serbisyo upang matugunan ang
mithiin ng pangangailangan.
B. Sila ang namumuhunan sa mga bahay-kalakal.
C. Sila ang dahilan upang magkaroon ng oportunidad sa pagkakaroon ng trabaho sa isang bansa.
D. Larawan sila ng mataas na antas ng pamumuhay sa isang bansa.
15. Alin sa sumusunod na sektor ang hindi nakarehistro sa pamahalaan, hindi nagbabayad ng buwis
mula sa kinikita sa operasyon ng negosyo, at hindi nakapaloob sa legal at pormal na balangkas na
inilatag ng pamahalaan para sa pagnenegosyo?
A. agrikultura B. industriya C. paglilingkod D. impormal na sektor
16. Ayon sa IBON Foundation, ang impormal na sektor ay kabilang sa “isang kahig, isang tuka”. Ano
naman ang positibong epekto ng paglaganap ng impormal na sektor?
A. Sumasalamin ito sa paglaganap ng backyard industries.
B. Ito ay larawan ng pagiging industriyalisado ng bansa.
C. Maraming mamamayan ang umaasa na lamang sa pamahalaan.
D. Ito ay manipestasyon ng pagiging mapamaraan ng mga Pilipino upang tugunan ang pangangailangan sa
kabila ng krisis sa buhay.
17. Isa sa mga epekto ng impormal na sektor sa ekonomiya ay ang paglaganap ng mga ilegal na gawain
gaya ng pamimirata ng musika, mga palabas sa sine at telebisyon, at computer software. Laganap ang
pamimirata sa halos lahat ng puwesto ng palengke sa buong kapuluan. Ang patuloy na paglaganap ng
pamimirata sa bansa ay maaaring bunga ng sumusunod MALIBAN SA ISA.
A. kakulangan ng maigting at komprehensibong kampanya at edukasyon sa mga tao ukol sa masasamang
bunga nito
B. kakulangan ng mahigpit na implementasyon ng mga batas na laban sa pamimirata
C. kakulangan ng mapapasukang trabaho
D. pagnanais ng ilang negosyante na kumita nang malaki kahit sa ilegal na pamamaraan
18. Ang mga bansa ay makikinabang sa isa’t isa ayon sa konsepto ng comparative advantage. Alin sa
sumusunod na paraan sila makikinabang?
A. trade embargo at quota B. kasunduang multilateral
C. espesyalisasyon at kalakalan D. sabwatan at kartel
19. Hindi maiiwasan na makipag-ugnayan ang mga bansa sa ibang bansa lalo na sa panahon ng
globalisasyon. Alin sa sumusunod na pangungusap ang pinakaakmang dahilan ng pakikipag-ugnayan ng
mga bansa sa daigdig lalo na sa larangan ng pakikipagkalakalan?
A. Madaragdagan ang pantugon sa mga panustos para sa pangangailangan ng lokal na ekonomiya.
B. Abot-kamay na ang angkat na produkto sa lokal na pamilihan.
C. Upang dumami ang mga produktong banyaga na maaaring gayahin
D. Maipagmamalaki ang kanilang produkto sa pandaigdigang pamilihan.
20. Ang globalisasyon ay sumasakop sa malawak na dimensiyon ng lipunan at panig ng daigidig.
Bagama’t hinihikayat nito ang pag-uugnayan ng mga bansa lalo na sa aspekto ng kalakalan, maraming
mga bansang papaunlad pa lamang ang nakararanas ng masamang epekto nito. Alin sa sumusunod na
sitwasyon ang nagpapakita ng paghina ng kalakalang lokal at panlabas ng mga bansang naapektuhan ng
globalisasyon?
A. ang patuloy na pag-unlad at paglawak ng mga korporasyong transnasyonal
B. ang pagtambak ng mga labis na produkto o surplus sa mga pamilihan
C. ang mas malayang pagdaloy ng puhunan at kalakal sa mga bansa
D. ang pagbabago sa kabuuhang pamumuhay ng mamamayan

ACTION RESEARCH 12
 “Group Work in the Classroom: Circle of Voices Learning Method in Social Studies ”
.

INTRODUCTION
Approaches and teaching strategies are important tools toward the development of the students’
intellect, attitudes and spirit that they may be inspired to study and understand Social Studies.

One of the reasons for the widespread interest in groups is the recognition that a group has
greater resources than any single member alone. It can also be expressed in proverbs, “Sticks in a bundle
are unbreakable” and “Many hands make light work”. Indeed, the “TEAM” acronym says it all: “Together
Everyone Achieves More”. Thus, adaption of teaching trends is a must in order to inspire our learners to
embrace the subject. It was formulated to build up information skills, learning and innovation skills,
communication skills, life and career skills of all learners in the basic education program.

Group work through circle of voices with activity-based strategy is a constructivist approach. It
allows learners to be active in the process of constructing meaning and knowledge rather than passively
receiving information. It fosters critical thinking and provides learners with a learning environment that
helps them make connections with their learning.

METHODOLOGY
This study employed descriptive method of research for it intended to determine the effectiveness
of activity-based group work through circle of voices learning method in teaching and learning Agricultural
Sector in Economics. A pretest and post test were executed to collect scores of a group of 35 Grade 9
Economics learners.

The instrument used in the study is a lesson from Learners Economics Module Unit 4 with the topic
Agricultural Sector and a pretest and post test were administered prior and after the utilization of activity-
based group work through circle of voices learning method.

The research result was computed using the two-tailed t-test which determined the significant
difference between the pretest and post test mean score.

DISCUSSION
Based from the result of the study utilizing the pretest and post test mean score in Agricultural
lesson in Economics. It gained the P-value <0.0001 at 0.05 level of significance. Thus, the null hypothesis
that there is no significant difference between the pretest and post test mean scores before and after the
utilization of activity-based group work strategy through circle of voices learning method is rejected. This
proves that a learner performs more effectively when belong in a group with activity-based strategy than
learning individually. Grade 9 Economic Learners post test on Agricultural Sector is significantly higher than
their pretest. This proved the impact and effectiveness of activity-based group work through circle of
voices learning method which generate ideas, develop listening skills, have all students participate, and
equalize learning environment. As an activity-based strategy it engaged experiential learning opportunities.

RECOMMENDATION
Based on the findings and conclusions made, the following points are recommended:
1. Social studies should be made an interesting subject by adapting various teaching-learning
strategies and methods such as the utilization of activity-based group work through circle of voices
learning method for innovation.
2. The utilization of activity-based group work through circle of voices learning method can be
periodically adapted to improve learners’ academic performance.
3. Conduct further study that is related to activity-based group work strategy to determine
perceptions of social studies education students regarding the extent of use and effectiveness of
selected teaching methods and tools, because the perceptions of students may be different from
the teachers.

ACTION RESEARCH 13
 “Group Work in the Classroom: Circle of Voices Learning Method in Social Studies ”
.

ACTION RESEARCH 14