Exploring the Perceptions of Junior High School Students Towards Historical Texts
Main Article Content
Keywords
Araling Panlipunan, historical texts, learner perception, world history
Abstract
Understanding how students perceive learning world history through historical texts is an underdeveloped area of research in the field of history education. As such, this study investigated how secondary students perceive learning world history as content of Araling Panlipunan (AP) through historical texts. This study employs an exploratory sequential mixed-methods design involving 123 junior high school students to determine their perceptions of using historical texts in studying world history as a content area of AP. Semi-structured interviews and surveys were administered to obtain data about their perceptions of historical texts in their classes. Findings show that perceptions of the use of historical texts are influenced by the content and layout of the reading material, how these texts are utilized in class, and students' interest in and perceived relevance of the text's content. Building on this, the development and use of historical texts must be carefully undertaken to achieve positive results.
References
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view/174/135
Das, S., & Singh, G., Sahu, S., and Wall, N. (2019). A readability comparison of textbooks using Text Analysis - Comparing the readability of textbooks in L1 and L2 Anglophone countries using readability metrics. The Journal of Asia TEFL, 15(3), 750-765. https://tinyurl.com/2jn8w4hd
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Gatus, L. C., & Vargas, D. (2022). Teachers' and students' experiences in using printed modules in distance learning under the new normal: A documentation study. Journal of Positive School Psychology, 6(10). https://journalppw.com/index.php/jpsp/article/view/13742/8902
Gholam, A. (2019). Inquiry-Based Learning: Student teachers' challenges and perceptions. Journal of Inquiry & Action in Education, 10(2). https://files.eric.ed.gov/fulltext/EJ1241559.pdf?utm_source
Hoshangabadwala, A. (2015). Student perceptions of textbook layout and learnability in private schools . Journal of Education and Educational Development, 2(1), 1-16. https://files.eric.ed.gov/fulltext/EJ1161478.pdf
Issar, K. (2021). Students' attitude towards studying history and teaching practices. Education Quarterly Reviews, 4(3). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3879925#
Javadi, M., & Zarea, K. (2016). Understanding thematic analysis and its pitfall. Journal of client care, 1(1), 33-39. https://pdfs.semanticscholar.org/7e0d/d7ca59631b0cc61a1ce28effd6eb0c78a665.pdf
Kim, G. (2021). "Julius Caesar was the last emperor": Students' understanding of world history. The Journal of Social Studies Research, 45(3), 195-210. https://doi.org/10.1016/j.jssr.2020.11.001
Ligudon, J., & Ildefonso, L. (2022). Reading strategies employed by Senior High School English Teachers in the Philippines. Quantum Journal of Social Sciences and Humanities, 3(2), 93-106. https://doi.org/10.55197/qjssh.v3i2.134
Montelibano, R. J. P., Bual, J. M., & Madrigal, D. V. (2023). Thinking skills and learning interest in World History of Junior High Students in a Public School. Philippine Social Science Journal, 6(3), Article 3. https://doi.org/10.52006/main.v6i3.825
Madrazo, A. & Dio, R. (2020). Contextualized learning modules in bridging students' learning gaps in Calculus with Analytic Geometry through independent learning. Journal on Mathematics Education 11(3), 457-476. 10.22342/jme.11.3.12456.457-476.
Nokes, J. (2017). Historical reading and writing in secondary school classrooms. In Palgrave Handbook of Research in Historical Culture and Education, 553-571. Palgrave Macmillan London. https://doi.org/10.1057/978-1-137-52908-4_29
Osman, A., & Çiçek, S. (2021). An examination of historical literacy perceptions of social studies preservice teachers in terms of various variables . Higher Education Studies, 11(2), 166-178. https://doi.org/10.5539/hes.v11n2p166
Ojha, S. (2016). Using sources in History Teaching. MIER Journal of Educational Studies Trends and Practices, 6(1), 54-67. https://doi.org/10.52634/mier/2016/v6/i1/1454
Oppong, C.A., & Essiaw, P. (2024). Historical contextualisation in primary school history textbooks in Ghana. Humanities and Social Science Communication, 11(767). https://doi.org/10.1057/s41599-024-03238-4
Paonam, V. (2024). From Depth To Breadth: Assessing the efficacy of sequential exploratory research in capturing intergenerational cultural shifts . African Journal of Biomedical Research, 27(5S), 229-235. https://doi.org/10.53555/AJBR.v27i5S.5262
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Raiyn, J. (2016). The role of visual learning in improving students' High-Order Thinking Skills. Journal of Education and Practice, 7(24). https://files.eric.ed.gov/fulltext/EJ1112894.pdf
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Reisman, A., Kavanagh, S., Monte-Sano, C., Fogo, B., McGrew, S., Cipparone, P., & Simmons, E. (2018). Facilitating whole-class discussions in History: A framework for preparing teacher candidates. Journal of Teacher Education, 69(3), 278-293. https://doi.org/10.1177/0022487117707463
Reisman, A., & McGrew, S. (2018). Reading in History Education. In S.A. Metzger & L.M. Harris (Eds.), The Wiley International Handbook of History Teaching and Learning (pp. 527–550). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119100812.ch20
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Roque, J. (2022). Modular Distance Learning in the area of education during the new normal: A systematic review. AIDE Interdisciplinary Research Journal, 3, 253-268. https://ejournals.ph/article.php?id=18296
Soininen, S. (2022). Teaching historical thinking in practice: A study of US history teachers' views on using primary sources in AP and IB history lessons. History Education Research Journal, 19(1). https://doi.org/10.14324/HERJ.19.1.05
ter Beek, M., Opdenakker, M.C., Deunk, M. I., Strijbos, J.W., & Huijgen, T. (2022). Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability. History Education Research Journal, 19(1). https://doi.org/10.14324/HERJ.19.1.02
Thorp, R., & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891–901. https://doi.org/10.1080/00131857.2020.1712550
Van Nieuwenhuyse, K., Roose, H., Wils, K., Depaepe, F., & Verschaffel, L. (2017). Reasoning with and/or about sources? The use of primary sources in Flemish secondary school history education. Historical Encounters, 4(2), 48-70. https:// tinyurl.com/ycxzak5r
Villegas, F. L. (2021). Implementation of modular learning modality and the academic performance of pupils. International Journal of Advanced Multidisciplinary Studies 1(4), 10-24. https://www.ijams-bbp.net/wp content/uploads/2021/12/IJAMS-December-25-researches-10-24.pdf
Vygotsky, L. (1978). Mind in society: Development of higher Psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wissinger, D. R., De La Paz, S., & Jackson, C. (2021). The effects of historical reading and writing strategy instruction with fourth- through sixth-grade students. Journal of Educational Psychology, 113(1), 49-67. https://doi.org/10.1037/edu0000463
Zakai, S. (2018). History that matters: How students make sense of historical texts. Journal of Jewish Education, 84, 161-195. https://doi.org/10.1080/15244113.2018.1449484
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1202728
Bharath, P. (2022). A critical approach to history textbook images. Annals of Social Studies Education Research for Teachers, 3(2), Article 2. https://doi.org/10.29173/assert43
Burgos-Videla, C., Parada-Ulloa, M., & Martínez-Díaz, J. (2025). Critical thinking in the classroom: The historical method and historical discourse as tools for teaching social studies. Frontiers in Sociology, 10. https://doi.org/10.3389/fsoc.2025.1526437
Bus, A. G., Shang, Y., & Roskos, K. (2024). Building a stronger case for independent reading at school. AERA Open, 10. https://doi.org/10.1177/23328584241267843
Butterbaugh, B. (2021). Does reading ability affect students' attitudes toward reading? Journal of Graduate Education Research, 2, 14-18. https://scholarworks.harding.edu/jger/vol2/iss1/6
Cos, F., Duero, M., & Paguia, M. (2021). The viability of DepEd textbooks as the primary material for the modular distance learning modality of Carrascal National High School. https://doi.org/10.12691/jitl-1-2-2
Cowgill, D., & Waring, S. (2017). Historical thinking: An evaluation of student and teacher ability to analyze sources. Journal of Social Studies Education Research, 8(1), 115-145. https://dergipark.org.tr/en/download/article-file/307130
Creswell, J.W., & Creswell, J.D. (2018). Mixed methods procedures. In, Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Los Angeles, CA: SAGE Publications, Inc.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE.
Cuayzon, M. L. (2021). Teaching World History at St. Mary's Academy of St. Ana, Manila, using differentiated activities. Mazedan Educational Reviews and Teaching Methods. 1, 18-22. https://mazedan.com/mdl/uploads/MERTM0104005(26-30).pdf
Culminas-Colis, M. V., Garcia, E. B., & Reyes, W.M. (2016). Teaching historical thinking skills through "Reading Like A Historian" method. The Normal Lights, 10(1), 56-77. https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/
view/174/135
Das, S., & Singh, G., Sahu, S., and Wall, N. (2019). A readability comparison of textbooks using Text Analysis - Comparing the readability of textbooks in L1 and L2 Anglophone countries using readability metrics. The Journal of Asia TEFL, 15(3), 750-765. https://tinyurl.com/2jn8w4hd
Davis, M. L., Witcraft, S. M., Baird, S. O., & Smits, J. A. J. (2017). Chapter 3—Learning principles in CBT. In S. G. Hofmann & G. J. G. Asmundson (Eds.), The Science of Cognitive Behavioral Therapy (pp. 51–76). Academic Press. https://doi.org/10.1016/B978-0-12-803457-6.00003-9
De La Paz, S., Felton, M., Monte-Sano, C., Croninger, R., Jackson, C., Deogracias, J. S., & Hoffman, B. P. (2014). Developing historical reading and writing with adolescent readers: Effects on student learning . Theory & Research in Social Education, 42(2), 228-274. https://doi.org/10.1080/00933104.2014.908754
Desabayla, R., Deri, A., & Cantuba, S. (2023). Students' modular learning experiences amidst pandemic: A basis for recovery plan. Journal of Education and Practice, 14, 19-25. https://doi.org/10.7176/JEP/14-7-03
Dizon, A. G. (2020). Content analysis of K to 12 World History teaching guides in terms of teaching approaches. The Normal Lights, 14(2), Article 2. https://doi.org/10.56278/tnl.v14i2.1654
Ebro, E. S. (2022). KasaySAYAn: Revisiting History among 21st century learners. The Normal Lights, 16(1), 142-167. https://po.pnuresearchportal.org/transitionwebsite/index.php/thenormallights/article/view/15/13
Fogo, B., Reisman, A., & Breakstone, J. (2019). Teacher adaptation of document-based history curricula: Results of the Reading Like a Historian curriculum-use survey. Journal of Curriculum Studies, 51(1), 62-83. https://doi.org/10.1080/00220272.2018.1550586
Gabowitsch, M., & Topolska, A. (2023). Visual literacy in history education: Textbooks and beyond. Journal of Educational Media, Memory, and Society, 15, 1-19. https://doi.org/10.3167/jemms.2023.150101
Gatus, L. C., & Vargas, D. (2022). Teachers' and students' experiences in using printed modules in distance learning under the new normal: A documentation study. Journal of Positive School Psychology, 6(10). https://journalppw.com/index.php/jpsp/article/view/13742/8902
Gholam, A. (2019). Inquiry-Based Learning: Student teachers' challenges and perceptions. Journal of Inquiry & Action in Education, 10(2). https://files.eric.ed.gov/fulltext/EJ1241559.pdf?utm_source
Hoshangabadwala, A. (2015). Student perceptions of textbook layout and learnability in private schools . Journal of Education and Educational Development, 2(1), 1-16. https://files.eric.ed.gov/fulltext/EJ1161478.pdf
Issar, K. (2021). Students' attitude towards studying history and teaching practices. Education Quarterly Reviews, 4(3). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3879925#
Javadi, M., & Zarea, K. (2016). Understanding thematic analysis and its pitfall. Journal of client care, 1(1), 33-39. https://pdfs.semanticscholar.org/7e0d/d7ca59631b0cc61a1ce28effd6eb0c78a665.pdf
Kim, G. (2021). "Julius Caesar was the last emperor": Students' understanding of world history. The Journal of Social Studies Research, 45(3), 195-210. https://doi.org/10.1016/j.jssr.2020.11.001
Ligudon, J., & Ildefonso, L. (2022). Reading strategies employed by Senior High School English Teachers in the Philippines. Quantum Journal of Social Sciences and Humanities, 3(2), 93-106. https://doi.org/10.55197/qjssh.v3i2.134
Montelibano, R. J. P., Bual, J. M., & Madrigal, D. V. (2023). Thinking skills and learning interest in World History of Junior High Students in a Public School. Philippine Social Science Journal, 6(3), Article 3. https://doi.org/10.52006/main.v6i3.825
Madrazo, A. & Dio, R. (2020). Contextualized learning modules in bridging students' learning gaps in Calculus with Analytic Geometry through independent learning. Journal on Mathematics Education 11(3), 457-476. 10.22342/jme.11.3.12456.457-476.
Nokes, J. (2017). Historical reading and writing in secondary school classrooms. In Palgrave Handbook of Research in Historical Culture and Education, 553-571. Palgrave Macmillan London. https://doi.org/10.1057/978-1-137-52908-4_29
Osman, A., & Çiçek, S. (2021). An examination of historical literacy perceptions of social studies preservice teachers in terms of various variables . Higher Education Studies, 11(2), 166-178. https://doi.org/10.5539/hes.v11n2p166
Ojha, S. (2016). Using sources in History Teaching. MIER Journal of Educational Studies Trends and Practices, 6(1), 54-67. https://doi.org/10.52634/mier/2016/v6/i1/1454
Oppong, C.A., & Essiaw, P. (2024). Historical contextualisation in primary school history textbooks in Ghana. Humanities and Social Science Communication, 11(767). https://doi.org/10.1057/s41599-024-03238-4
Paonam, V. (2024). From Depth To Breadth: Assessing the efficacy of sequential exploratory research in capturing intergenerational cultural shifts . African Journal of Biomedical Research, 27(5S), 229-235. https://doi.org/10.53555/AJBR.v27i5S.5262
Rahmawati, B. F., Hadi, M. S., & Hubaidiyah, H. (2023). Image of history learning in student's perception (Citra Pembelajaran Sejarah dalam Persepsi Siswa). Jurnal Humanitas: Katalisator Perubahan Dan Inovator Pendidikan, 9(1), 96-109. https://doi.org/10.29408/jhm.v9i1.7497
Raiyn, J. (2016). The role of visual learning in improving students' High-Order Thinking Skills. Journal of Education and Practice, 7(24). https://files.eric.ed.gov/fulltext/EJ1112894.pdf
Research Schools Network. (2024, January 29). Reading between the lines: the crucial role of Literacy in teaching. RS Network. https://researchschool.org.uk/pinnacle-learning/news/reading-between-the-lines-the-crucial-role-of-literacy-in-historical-learning
Reisman, A., Kavanagh, S., Monte-Sano, C., Fogo, B., McGrew, S., Cipparone, P., & Simmons, E. (2018). Facilitating whole-class discussions in History: A framework for preparing teacher candidates. Journal of Teacher Education, 69(3), 278-293. https://doi.org/10.1177/0022487117707463
Reisman, A., & McGrew, S. (2018). Reading in History Education. In S.A. Metzger & L.M. Harris (Eds.), The Wiley International Handbook of History Teaching and Learning (pp. 527–550). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119100812.ch20
Republic of the Philippines Department of Education (DepEd). (August 2023). MATATAG K to 10 Curriculum of the K to 12 Program: Araling Panlipunan Grades 4-10. https://depedph-my.sharepoint.com/:b:/r/personal/ouct_deped_gov_ph/Documents/MATATAG%20Curriculum%20Guides/FINAL%20MATATAG%20Araling%20Panlipunan%20CG%202023%20Grades%204-10.pdf?csf=1&web=1&e=gql9IQ
Roque, J. (2022). Modular Distance Learning in the area of education during the new normal: A systematic review. AIDE Interdisciplinary Research Journal, 3, 253-268. https://ejournals.ph/article.php?id=18296
Soininen, S. (2022). Teaching historical thinking in practice: A study of US history teachers' views on using primary sources in AP and IB history lessons. History Education Research Journal, 19(1). https://doi.org/10.14324/HERJ.19.1.05
ter Beek, M., Opdenakker, M.C., Deunk, M. I., Strijbos, J.W., & Huijgen, T. (2022). Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability. History Education Research Journal, 19(1). https://doi.org/10.14324/HERJ.19.1.02
Thorp, R., & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891–901. https://doi.org/10.1080/00131857.2020.1712550
Van Nieuwenhuyse, K., Roose, H., Wils, K., Depaepe, F., & Verschaffel, L. (2017). Reasoning with and/or about sources? The use of primary sources in Flemish secondary school history education. Historical Encounters, 4(2), 48-70. https:// tinyurl.com/ycxzak5r
Villegas, F. L. (2021). Implementation of modular learning modality and the academic performance of pupils. International Journal of Advanced Multidisciplinary Studies 1(4), 10-24. https://www.ijams-bbp.net/wp content/uploads/2021/12/IJAMS-December-25-researches-10-24.pdf
Vygotsky, L. (1978). Mind in society: Development of higher Psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wissinger, D. R., De La Paz, S., & Jackson, C. (2021). The effects of historical reading and writing strategy instruction with fourth- through sixth-grade students. Journal of Educational Psychology, 113(1), 49-67. https://doi.org/10.1037/edu0000463
Zakai, S. (2018). History that matters: How students make sense of historical texts. Journal of Jewish Education, 84, 161-195. https://doi.org/10.1080/15244113.2018.1449484
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1202728
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Jun 16, 2025
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Serrano, A., Luminate, G., Yap, L. A., & Serafico-Reyes, N. M. (2025). Exploring the Perceptions of Junior High School Students Towards Historical Texts. The Normal Lights, 19(1). https://doi.org/10.56278/tnl.v19i1.3085
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