CHAPTER 2
Review of Related Literature:
This research aims to explore the relationship between empowerment technologies and social
science performance among Grade 11 students during the second grading period. The study will
investigate how the use of various digital tools and resources impacts students’ academic
achievements in social science subjects.
Key Concepts
Empowerment Technologies: This refers to various digital tools and resources that enhance
learning and empower students to access information, collaborate, and create content. Examples
include online learning platforms, educational apps, social media for learning, and digital tools for
research and presentation.
Social Science Performance: This encompasses students’ academic achievements in social
science subjects such as history, geography, economics, and civics. It can be measured through
various assessments like exams, projects, and class participation.
Literature Review
The existing literature on the impact of technology on education provides a foundation for this
research. Studies have shown that technology can be a powerful tool for enhancing learning
outcomes, particularly in social science subjects.
Technology Integration in Social Science Education: Research suggests that integrating
technology effectively into social science classrooms can enhance student engagement, critical
thinking, and problem-solving skills[__LINK_ICON].
Empowerment Technologies and Student Performance: Studies have shown that the use of
empowerment technologies can positively impact student performance across various subjects,
including social sciences. These technologies can provide personalized learning experiences,
facilitate collaboration, and offer access to a wide range of resources.
Digital Divide and Equity: It is crucial to consider the digital divide and ensure equitable access
to technology for all students. The study will explore how to mitigate the potential impact of
unequal access to technology on student performance.
Social Science Education in the Digital Age
Social science education is all about understanding how our society works, along with human
behavior and interactions. With the rise of digital technologies, teaching these subjects has become
more resource-rich and diverse in methods. The K to 12 Basic Education Curriculum by the
Department of Education (2016) emphasizes a subject called Enablement Technologies, which
helps students develop strong ICT skills that are really useful across different learning areas,
including social sciences. This curriculum really stresses the importance of digital literacy when it
comes to curating and contextualizing content, not to mention how it fuels students’ analytical
skills.
Enablement Technology and Student Proficiency
Enablement technology, or ICT, has become a important role in modern education. It gives
students the right tools to research, collaborate, and create effectively. A study at the Asian Institute
of Computer Studies looked at how Grade 11 ICT students are handling enablement technology. It
found that those using digital tools often did better in tasks like data analysis and presentation,
which are really important when it comes to social science research.
In a study by Gecobe et al. (2022), they explored how different blended learning methods
impacted Grade 11 STEM students’ grasp of enablement technologies. The results showed that
mixing online and offline learning resources helped students boost their tech skills while also
getting a grip on some complex social science concepts. So, blended learning turned out to be
much more engaging, encouraging interaction that bridges the gap between theoretical knowledge
and real-world application.
Teachers’ Correlation Between Some Aspects of Social Science and Enablement Technology
There’s a spot where social science and enablement technology meet when it comes to using
digital tools to tackle social issues. The Enablement Technologies curriculum really encourages
students to research topics that matter, helping them create ICT projects centered around real-life
problems. This approach not only sharpens their research skills but also enables them to engage in
societal development.
On top of that, using technology in social science education boosts student participation and
success. By incorporating various digital apps into the curriculum, students get an interactive
platform to analyze and interpret different kinds of social data, leading to a much deeper
understanding of the subjects they’re studying.
A Constructivist and ICT-Based Approach
Constructivist approach provides support for the importance of student-centred learning
environment which promotes meaningful learning processes (Anderson, 2008). Because of this
emphasis, there is great attention paid generic skills as well as knowledge. Social studies
curriculum (4th-7th grades) are also developed with constructivist approach. Curriculum
developers’ vision ofconstructivist social studies is that pupils will be able to make sense of
him/herself and the society at large when engaged in learning environments dealing with real life
issues (M.E.B., 2006).
Social studies curriculum are developed with an interdisciplinary approach in Turkey (M.E.B.,
2006). That is, the knowledge produced by the scholars of social sciences that are regarded as the
basis for social studies such as history, geography, economics, sociology and So on is integrated
in the curriculum in a way that in one lesson teaching and learning actives might be involving the
knowledge and/or methods of all the social sciences mentioned above (Safran, 2004). Thus, social
studies education in Turkey not only covers a wide range of knowledge bases produced by social
sciences but also methodological approaches employed by social sciences in terms of skills
education (Ata, 2012). Turkish social studies curriculum states that pupils should be educated to
have knowledge, skills, attitudes and values. Those knowledge covers a very wide range of
information from ancient Turkish history to Geography, from culture to trade in nine different
themes (from 4th grade to 7th grades) very much the same NCSS’ definition of social studies and
learning areas (NCSS, 1992 cited by Ozturk & Dilek, 2005)
The subject of social studies is about real life for the real world. Pupils have experiences in real
life. They bring those experiences into learning environments, and learning environments are
affected by those experiences. Thus, it is important to incorporate real life issues in dealing with
social studies pupils. It is also true that pupils’ learning is more lasting when they deal with real
life situations (Yanpar, 2011).Social studies cover a learning area that deals with abstract issues.
Those abstract issues are difficult for some young pupils with low cognitive development level.
What is needed is to create learning environments that utilizes concrete materials and tools.
Information and Communication Technologies (ICT) have potential in this sense for social studies
(Gulbahar & Guven, 2008; Yesiltas & Sonmez, 2009).
ICT has the potential to bring real life issues into classrooms in a way that was not possible
before in a traditional classroom setting. The flexible nature of ICT and the internet especially
provide pupils (and others) with the opportunities for research, interaction, cooperation and
collaboration (Cole, 2000). Utilizing moving and still images, conducting life histories, carrying
out social research through ICT might make social studies meaningful and enjoyable which is
otherwise might be considered a dull subject by some pupils (Dawson et al., 2000; Acun, 2012).
ICT has tools for teaching, learning, research, information and interaction for pupils and educators.
ICT integration into education might also have some ramifications for social studies (Beck & Eno,
2012; Acun, 2012). Especially, its ability to bring visual images of real life experiences through
movies, documentaries and still images has great potential for younger pupils (Voogt, 2008; Dede,
2008).
Research Questions
This research will address the following questions:
• What is the correlation between the use of empowerment technologies and social science
performance in Grade 11 students?
• What specific empowerment technologies are most effective in enhancing social science
learning outcomes?
• Are there any differences in the impact of empowerment technologies on students from
different socioeconomic backgrounds?
Methodology
The study will utilize a quantitative research approach, employing a correlational design. Data will
be collected through surveys, interviews, and analysis of student performance data.
Expected Outcomes
The findings of this research are expected to provide valuable insights into the role of
empowerment technologies in enhancing social science learning outcomes for Grade 11 students.
The study will contribute to the growing body of knowledge on technology-enhanced learning in
social science education.