CAUSES OF STUDENTS BOREDOM IN SOCIAL STUDIES DISCUSSIONS

Author Name: 1. Beulah Doreen T. Cruz, 2. Lea Rose Q. Olanda

Volume/Issue: 04/05

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/10.2023-44367552/UIJIR

Affiliation:

1. President Ramon Magsaysay State University, College Instructor, College of Teacher Education, Castillejos, Zambales, Philippines.
2. President Ramon Magsaysay State University, College of Teacher Education, Castillejos, Zambales, Philippines.

ABSTRACT

This study was conducted to find out why students get bored in Social Studies discussions. It involved 50 Grade-10 Social Studies students enrolled in a public secondary school in the Division of Zambales for the School Year 2017-2018. The study made use of a qualitative design using descriptive phenomenology with a structured interview guide as main gathering tool. Four major themes emerged from the categorized statements of the participants on why they get bored in Social Studies discussions. It includes the Nature of the Subject, Students’ Interest, Teacher-Factor, and the Teaching Strategy used by the teacher. Two themes emerged from the categorized responses of the participants on how they cope up with the boredom in their Social Studies discussions namely: Reappraising and Evading. The students’ preferred teaching strategy in Social Studies discussions includes lecture discussions, use of intelligent humors in class, story-telling or personal-related experiences, and cooperative learning. It can be concluded that the causes of students’ boredom in Social Studies discussions are the nature of the subject itself, students’ interest, and the teacher’s style and strategy in teaching; students use reappraising and evading as their boredom-coping strategies in Social Studies discussions; Social Studies students prefer a mixture of lecture-discussion and cooperative learning teaching strategy. The study recommends that Social Studies teachers must be equipped with varied teaching strategies that will cater all learners’ needs and to avoid boredom during class discussions.

Key words: Qualitative, Students’ Boredom, Coping Strategies in Classroom Boredom, Teaching Strategies in Social Studies.