SOCIAL STUDIES AND ARTS INTEGRATION THROUGH COOPERATIVE LEARNING AMONG KINDERGARTEN PUPILS

This study aimed to determine the benefits gained by the kindergarten pupils in integrating Arts into the teaching of Social Studies through cooperative learning. Specifically, it sought to determine the following objectives: to analyze pupil's engagement using the following indicators: cognitive engagement , behavioral engagement, and emotional engagement; to examine the level of effectiveness of integrating Arts into the teaching of Social Studies for the following point of view of kindergarten teacher in terms of the following domain: gross motor, fine motor, self-help, receptive language, expressive language, cognitive, and socialemotional domain; and to analyze the usefulness of Social Studies and Arts integration through cooperative learning among kindergarten pupils. Qualiquantitative method of research was used to determine the effectiveness of integrating Social Studies and Arts through cooperative learning among kindergarten pupils. Observations and interviews were used for the qualitative methodology and pupils' checklists used quantitative methodology. Through observations, the pupils' actions were coded in order to analyze pupil's engagement using the following indicators: cognitive engagement, behavioral engagement, and emotional engagement. Weighted mean was employed to determine the level of effectiveness of integrating Arts into the teaching of Social Studies for the following point of view of a kindergarten teacher in terms of the following domain: gross motor, fine motor, selfhelp, receptive language, expressive language, cognitive, and social-emotional domain. By coding the responses of the respondents based on the interview transcriptions, the usefulness of Social Studies and Arts integration through cooperative learning among kindergarten pupils was analyzed and interpreted. The pupils were differently engaged cognitively, behaviorally, and emotionally to the lesson being discussed and demonstrated by the kindergarten teachers. Pupils that were working in the cooperative learning group showed high signs of engagement and all were actively involved with the activity. Pupils were following directions and completing the assignment as instructed. By equipping the learners with the different skills and knowledge indicated in the seven domains, they were more engaged with the lessons. Therefore, Social Studies and Arts integration through cooperative learning among kindergarten pupils was effectively engaged and applied.