Quarter 4 – Module 15

Functions of Applied
Social Sciences 2
Discipline and Ideas in Applied Social Sciences – Senior High School
Alternative Delivery Mode
Quarter 4 – Module 15: Functions of Applied Social Sciences 2
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand names,
trademark, et cetera) included in this book are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary Leonor Magtolis Briones
Undersecretary Alain Del B. Pascua

Development Team of the Module

Authors: Marivette Joy M. Benedicto, Irene A. Cadiz, Noriel V. Abella,

Jo-ann R. Hinosolango and Ani Vie M. Macero
Content Editor: Marivette Joy M. Benedicto, Irene A. Cadiz, Noriel V. Abella,
Jo-ann R. Hinosolango and Ani Vie M. Macero
Language Editor: Irene A. Cadiz, Noriel V. Abella
Proofreader: Dexie P. Dilag
Illustrator: Jo-ann R. Hinosolango
Layout Artist: Ani Vie M. Macero

Management Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Nimfa R. Lago, PhD, CESO VI
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members: Marie Emerald A. Cabigas, PhD, EPS-LRMS; Bienvenido U. Tagolimot,

Jr., PhD, EPS-ADM; Erlinda G. Dael, PhD, CID Chief; Ferminia M. Labis,
PhD., EPS Social Science; Celieto B. Magsayo, LRMS Manager; Loucile L.
Paclar, Librarian II; Kim Eric G. Lubguban, PDO II

Printed in the Philippines by

Department of Education – Bureau of Learning Resources (DepEd-LR)Office
Department of Education – Division of Misamis Oriental
Office Address: A. Velez St., Brgy. 29, Cagayan de Oro City, 9000
Telephone: (088) 881-3094 │ Text: 0917-8992245
Email Address: [email protected]
Official Website: www.depedmisor.net
Quarter 4 – Module 15
Functions of Applied
Social Sciences 2
 INTRODUCTORY MESSAGE

Module Name: The Functions of Applied Social Science 2

This module is on the Disciplines of Applied Social Sciences focusing on the

functions of applied social sciences, a module with activities that could help the
learners have a high level of understanding of the disciplines of social science as
applied in the field. This module contains explanations and discussions of the
functions of applied social sciences per area, field and/or subject matter.

To the teacher:

In this part of the lesson, the author presented facts supported by images of people,
places and events in order to aid the student in his or her understanding of the
functions of applied social sciences through discussions of how are the functions
executed per area or field of study—counseling, social work and communication and
others.

The primary goal of this module is for students to be able to assess objectively
through an individual project how the functions of the applied social sciences have
been fulfilled in any of the following fields.

The objectives of this module are best achieved if the learners apply their
understanding of the ideas for themselves, applying their knowledge to new
situations and able to come up with examples to explain a concept, thus, learning
more than is required for unit completion.

Additionally, learners are required to:

1. Read and understand the instructions properly.

2. Write the answers in your notebook.
3. Answer the pretest prior to the lesson proper.
4. Self–check and compare your answers against the key answer found at the
end of this module.
5. Perform critically the activities instructed in this module.
6. Answer the given assessment test after thorough study of the lessons.

Authors
 Every part of this module contains activities that will help you in developing
your cognitive, affective and psychomotor skills.

In this module, you are expected to:

1. Identify situations that would require or necessitate the performance of the

various functions in local/Philippine settings (HUMSS_DIASS12-IIb-d-43)

Mark a check ( ✓ ) if the statement corresponds to whether T (True) or F (False).

1. Applied social sciences help in forming and developing a society. T F

2. The core values of applied social sciences include respect for the
inherent dignity and worth of persons, pursuit of social justice,
integrity of professional practice, confidentiality in professional
practice and competence in professional practice.
3. Self-development has to do with taking an active role in one’s own
development.
4. One of the major goals of social welfare programs is self-
development.
5. DSWD upholds the right to participation and self-development of
the youth.
6. Continuing Professional Development exists to hinder an
individual to renew his or her PRC ID.
7. The arts inhibit resilience among people.
8. The Filipino traditional arts does not reflect our communal
orientation.
9. Education cannot help individuals with the ability to defend
themselves when their rights are threatened.
10. Filipinos cannot be considered multicultural.
11. Applied social science can provide encouragement and
empowerment to underserved communities to avail open and free
media channels to voice out and to consume critical information.
12. Participatory journalism and peer-to-peer cascading of news is
taking a large share in news making and will probably increase its
capacity to share information in the future.
13. Greater professionalism is being mandated in mass media in the
Philippines today.
14. Filipinos spend a lot of time on media.
15. Education has played a big role in reducing poverty in the
Philippines.
LESSON PROPER

We have previously learned about the disciplines in applied social sciences

through explanations about the core values of applied social sciences—respect for
the inherent dignity and worth of persons, pursuit of social justice, integrity of
professional practice, confidentiality in professional practice and competence in
professional practice. Applied social sciences cover a broad field, drawing on different
social theories and perspectives and combines theory and practice to deal with the
complexity of social issues that cover human pain, stress, threat to dignity and threat
to human rights experienced by individuals, groups and communities.

In this next set of tasks, the student is given the opportunity to participate in
activities which would able him or her to extend his knowledge of the functioning of
applied social sciences in various aspects of society.

In the previous chapters, you have defined clearly what applied social science
is, its basic concepts in the context of the different fields and disciplines.

In this chapter, you will learn about the different functions of applied social
sciences in the context of each field or area of study, topic and/or a particular issue
but this time in the Philippine setting. In each function area, explanations and
examples are discussed to give a better understanding of how these functions are
evident in our society as Filipinos.

(ACTIVITY 1)

In one sentence, how would you explain the functions of applied social sciences in
forming and developing a society? Use the space provided for your answer.
Functions of Applied Social Sciences
1. Self-development

Self-development has to do with taking an active role in one’s own

development.

Self-development in the Philippine setting

The Department of Social Welfare and Development (DSWD) envisions a
society where the poor and vulnerable individuals, groups and communities are
empowered for an improved quality of life. One of the major goals of DSWD is self-
development as well as empowerment.

The department in its programs has provisions of therapeutic and productive

activities for self- development and self-reliance. Projects include gardening, animal
raising, horticulture, handicraft and others Special Education Services: Training
along self- care and grooming Social skills Functional 3R Development of positive
attitude and self- confidence
DSWD upholds the right to participation and self-development of the youth.
The Government Internship Program (GIP) is a component of the Kabataan 2000
program of the government, which was developed to allow in-school and out-of-
school youth to experience working in various government agencies. The program
aims to provide experience that would help if they wish to eventually join the public
service workforce.
The GIP prioritizes youth beneficiaries of the Pantawid Pamilyang Pilipino
Program (4Ps), the youth included in the DSWD's Listahanan, which is a record of
who and where the most poor and vulnerable families are in the country.
What is Continuing Professional Development (CPD) and why does it exist?

Republic Act No. 10912, otherwise known as the “Continuing Professional

Development (CPD) Act of 2016”, is an act which requires CPD as the mandatory
requirement for the renewal of Professional Identification Card.

Continuing Professional Development exists to ensure that an individual

enhances their skills and abilities once they have formally qualified. Typically,
academic qualifications have already been completed at this stage and an individual
is now working within their specific industry and job function. CPD is important as
it helps to ensure that further learning is progressed in a structured, practical and
relevant way to guarantee that there are applied efficiencies in learning. CPD allows
an individual to focus on what specific skills and knowledge they require over a short-
term period, say 12 months, in order to be confident there is recognizable
improvement within their proficiency and skill sets.

2. Art and Entertainment

 In moments of hardship, the arts provide collective resilience among people.
The American people in the 1930s and 1940s, for example, enjoyed many forms of
entertainment and most, inexpensively. Movies and sounds increased in variety and
in their popularity—comedies, gangsters, movies, and musicals. During this period,
some of the great dramas of American film reached theaters. Radio was also wildly
popular, offering many kinds of programs, from sermons to soap operas.

The Filipino Art

https://www.deviantart.com/j0rosa/art/Mano-Po-Lola-74354343
https://www.flickr.com/photos/7935983@N05/2515845306
http://www.artnet.com/artists/fernando-amorsolo/portrait-of-fernanda-de-jesus-EUXpgGE49BJ8EZkij6QdMg2

Filipinos are highly relational people. They are hardly alone, quite happy being
together – when they eat, sleep, work, travel, pray, create or celebrate. Having a
minimal sense of privacy, they are open, trusting and easily accessible socially.
Instead of a meticulous concern for safeguarding their private sphere, as in the case
of Western peoples, many Filipinos actively seek a convergence of their lives with the
lives of others.

The communal orientation is manifested in all aspects of traditional Filipino

village life and, to a great extent, even in urban settings.
The traditional arts most sensitively reflect this communal orientation. Being
the most lucid and expressive symbols of a culture’s values, the arts are the most
powerful instruments of inquiry into the essential character of a culture. It is
undeniable that the following basic concepts and attributes of art and the contexts
of artistic creation, expression and experience could only have arisen in communal
or integral Filipino cultural settings:

1. Integration of the arts with other values and functions – The aesthetic is
not divorced from utilitarian, religious, moral, spiritual, social, and ecological
concerns. This ensures a balanced cultivation and development of human
faculties – physical skills as well as inner potentials.
2. Unity of the arts – Although one may be given emphasis – literary, visual,
spatial, musical, kinesthetic, gustatory and olfactory senses have to be
harnessed and promoted together for maximum aesthetic well-being.

3. Art is integrated with everyday life and not regarded as a separate activity
- This implies that there will be no special venues or spaces for art because it
virtually exists wherever and whenever there is human activity.

4. Equality of opportunity for participation in the artistic, creative process –

no superstars, for the source of power is not the individual, who is only a
channel of divine inspiration or creativity. Thus, the author or creator is often
anonymous.

5. The artist is not separate from his audience or society, communal

participation is the norm. - Unlike in the West, there is no dichotomy of artist
and society because art is not the specialists’s concern alone. Everybody is
expected to be an artist and participate in creative, expressive activities.
6. Flexibility of material, technical, and formal requirements. – No rigid or fixed
standards dictate the choice of materials, techniques, and forms for artistic
creation and expression.
7. Use of available resources for artistic creation. – Art is not synonymous with
big production costs because what matters is artistic excellence or the creative
idea as well as making art part of everyday life. Thus, the least expensive
mediums, e.g. paper for kites is regarded highly and not considered inferior to
the costlier ones. And even the most practical objects like a coconut grater,
container, knife handle, tree stump, mat, or hat can become a medium for the
finest art.

8. Emphasis on the creative process rather than the finished product -

Extemporaneous, improvisatory or spontaneous expressions of creativity a
higher value than deliberate, often solitary, conceptualization and
composition of forms. This nurtures creative health and can inhibit mere
idolizing of masterpieces and obsession with permanence.
9. Simultaneity of conception and realization. – Affirmation of the creative
imagination through the tradition of instant mirroring or biofeedback, which,
together with emphasis on the creative process, provides an excellent
condition for communal participation.

Valentino Goyenechea Jr Monico Benjamin Botor

PETA - Philippine Educational Theater Association
www.petatheater.com
3. News and information

Applied social science can provide encouragement and empowerment to

underserved communities to avail open and free media channels to voice out and to
consume critical information. Increased vulnerability can also be addressed like
falling victim to online prostitution industry and blackmails and developing self-
protection from all sorts of personal threats. This ultimately leads to participatory,
an ultimate empowerment of all peoples.

Participatory journalism and peer-to-peer cascading of news is taking a large

share in news making and will probably increase its capacity to share information in
the future. We are entering an era where audience employs self-censorship and plays
a bigger role in engaging, remixing, commenting and ultimately filtering what is
important.

News and information in the Philippines

Mass media in the Philippines at present show two seemingly opposite trends:
a small but noticeable increase in the number of provincial newspapers, and a
reduction in the number of radio stations in certain areas. Two general features of
the media situation, the private ownership of the media and the need for progressive
public service orientation, tend to be in conflict, as media resources are concentrated
in large population centers. The Philippine press has always been regarded as part
of a greater national aspiration, and under martial law, it is being encouraged to aid
rural development in a practical way. Greater professionalism is also being
mandated. The following five areas of concern in journalism education and research
need to be addressed: the low image of journalism education with academia; the lack
of local, relevant, teaching materials; students' ambivalence towards research; the
shortage of faculty to teach and conduct research; and the meager resources and
facilities for teaching and research.

The following general patterns can be observed in the evolution of the

Philippine mass media. First, newspapers, radio and television have long been
privately owned, and have developed into very market-oriented media. Most of the
time, they are devoted to tabloid and sensational reporting, and they are mostly
closely connected with large and diversified corporations and these have at times put
limits on what got reported. Second, in the face of attempts by powerful groups
including politicians to control the media, particularly through bribery of media
practitioners and/or threatening the businesses of media owners there is always the
counter balance of middle-class and "intelligent" audiences that demand better
mainstream coverage. In short, the media, in order to compete and become
economically viable have been forced by their audiences to adopt a much more
critical stance, and this opened the way for independent journalism to emerge and
for journalists and media practitioners to be sensitive to public opinion.

Filipinos spend a lot of time on media. The landscape of Philippine media

contains different aspects that cater to the interest of the local audience. Television,
radio, tabloid, and the online media market are aspects of domestic media demand.
On local TV, the ABS-CBN network is popular among the local audience. As of 2018,
the penetration rate of ABS CBN among the regions of Mindanao and Visayas were
52 percent and 53 percent, respectively. The ABS CBN network is one of the
Philippines' largest network in entertainment and media, with revenue valued at
approximately 40.1 billion Philippine pesos in 2018.
May, 5, 2020, ABS-CBN went off air after the National Telecommunications
Commission under the Duterte administration issued a cease and desist order
following the lapse of the network's broadcast franchise.
4. Education

In many instances, education has played a big role in reducing poverty, social
exclusion, ignorance, oppression, and war. From this perspective, the link between
education and applied social sciences can be considered to be highly interwoven.
Quality education has an extremely relevant role in development that is truly global
and national; one that can ensure a just, inclusive and sustainable future. The best
defense for every individual group and community is to have at least a good education
that can empower them with the ability to defend themselves when their rights are
threatened and to take an active role in claiming what is due to them and
contributing positively to their communities as contributors to community well-
being.

Education in the Philippine Setting

To live up to the standards and ideals of UNESCO with THE FOUR PILLARS
OF EDUCATION – “Learning to Know” “Learning to Do”, “Learning to Live Together”,
“Learning to Be” – and to addressing declining educational standards in the
Philippine education system during the first decade of the 21st century, the
Philippine government initiated structural changes in the basic education system
and significantly boosted education expenditures. Crucially, the “Kindergarten
Education Act”, passed in 2011, enacted a mandatory pre-elementary year of
Kindergarten education, while the “2013 Basic Education Act”, extended the
elementary and secondary education cycle from 10 to 12 years. The importance of
this new 12-year education cycle (K-12), which adds two years of mandatory senior
secondary schooling for every Filipino student, cannot be understated. Until the
reforms, the Philippines was one of only three countries in the world (the other two
being Angola and Djibouti), with a 10-year basic education cycle. As such, the K-12
reforms are an essential step to improve the global competitiveness of the Philippines
and bring the country up to international standards. Implementation of the new
system is progressing on schedule and the first student cohort will graduate from
the new 12-year system in 2018.

In addition, education spending was increased greatly: between 2005, when it

hit its nadir, and 2014, government spending on basic education, for instance, more
than doubled. Spending per student in the basic education system reached PHP
12,800 (USD $246) in 2013, a drastic increase over 2005 levels. And education
expenditures have grown even further since: In 2017, for instance, allocations for the
Department of Education were increased by fully 25 percent, making education the
largest item on the national budget. In 2018, allocations for education increased by
another 1.7 percent and currently stand at PHP 533.31 billion (USD $ 10.26 billion),
or 24 percent of all government expenditures (the second largest item on the national
budget). The higher education budget, likewise, was increased by almost 45 percent
between 2016 and 2017. It should be noted, however, that some of the spending
increases are simply designed to cover additional costs stemming from the K-12
reforms. To accommodate the reforms, 86,478 classrooms were constructed, and
over 128,000 new teachers hired in the Philippines between 2010 and 2015 alone.
The government investments in education have led to substantial advances in
standard indicators of learning conditions, such as student-teacher and student-
classroom ratios, both of which improved significantly from 2010 to 2013, from 38:1
to 29:1 and from 64:1 to 47:1, respectively. Elementary school completion rates also
climbed from their 2005 low of under 70 percent to more than 83 percent in 2015.
Net secondary school enrollment rates, meanwhile, increased from under 60 percent
in 2005 to 68.15 percent in 2015.

The biggest advances, however, were made in pre-school education. After the
introduction of one year of mandatory Kindergarten education in 2011, the net
enrollment rate in Kindergarten jumped from 55 percent (2010) to 74.6 percent in
2015. Also encouraging was the fact that poorer families benefited strongly from the
reforms. The World Bank noted that in “2008, the gross enrollment rate in
kindergarten for the poorest 20 percent of the population was 33 percent, but this
had increased to 63 percent by 2013. Levels of kindergarten enrollment in the
Philippines now compare favorably with rates in other middle-income countries both
within the region and globally”.

That said, the Philippines keeps trailing other South East Asian countries in
a variety of education indicators and the government has so far fallen short on a
number of its own reform goals. Strong disparities continue to exist between regions
and socioeconomic classes – while 81 percent of eligible children from the wealthiest
20 percent of households attended high school in 2013, only 53 percent of children
from the poorest 20 percent of households did the same. Progress on some indicators
is sluggish, if not regressing: completion rates at the secondary level, for example,
declined from 75 percent in 2010 to 74 percent in 2015, after improving in the years
between.

Importantly, the Philippines government continues to spend less per student

as a share of per capita GDP than several other Southeast Asian countries, the latest
budget increases notwithstanding. It also remains to be seen how the K-12 reforms
will affect indicators like teacher-to-student ratios. In October 2015, it was
estimated, that the government still needed to hire 43,000 teachers and build 30,000
classrooms in order to implement the changes. Strong population growth will also
continue to put pressures on the education system. The Philippines has one of the
highest birth rates in Asia, and the government expects the population to grow to
142 million people by 2045.
5. Socialization and Enculturation

The last element of the five elements of meaning production in culture, ideal-
real or worldview ethos, has to do with the subtle ambiguity in what people consider
should be (worldview) versus what is (ethos). For example, in the Philippines, we
accept the man is the head of the house. But there are many instances in which
women are the head of the house or the family.
We often assume that we are born with culture, but actually we learn it. We
acquire it over time from upbringing, observing, participating and active imitation
and simulation of our social environment reality.
 Nowadays, most people, as Filipinos, are multicultural, operating in two or
more cultural mediums. The moment that one encounters a new culture and begin
to make sense of it or actively learn it, he or she is undergoing the acculturation
process.

Think-Pair-Share
What new learning did you develop about the functions of applied social sciences in
the Philippines? Pair up with a classmate. In five minutes, take turns in sharing your
insights. Record your discussion by taking a video.

Test your knowledge.

Describe how the known programs of the government help Filipinos in our self-
development.

Review UNESCO’s four pillars of education as discussed in Module 14 and

revisited in this module. Describe how each pillar can be manifested in the life of
the Filipino citizen.
Pillar 1. _____________________________________________________________________

Pillar 2. _____________________________________________________________________

Pillar 3. _____________________________________________________________________
Pillar 4. _____________________________________________________________________
I. Enumeration:
Name at least five artworks you know that is done by a Filipino artist.

1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
5. ____________________________________________________

II. Essay.
Answer the following questions to the best of your ability. Write down at
least three sentences for each question. (Five points each)

1. Explain how journalism and mass media has progressed in the Philippines.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Explain how Filipinos today can be considered multicultural.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Choose one function of applied social sciences (i.e. self-development, art and
entertainment, news and information, organizing advocacy, education and
socialization-enculturation) and make a case study based on the following
parameters:

1. Describe how it concretely function in the society.

2. Describe how it has shaped the society as a group or a community of people
3. Cite an example of how it has influenced an individual within that society
 Answers may vary
Additional Activity
Answers may vary
Assessment
1. “Learning to Know” – explanations may vary.
2. “Learning to Do” – explanations may vary.
3. “Learning to Live Together” – explanations may vary.
4. “Learning to Be” – explanations may vary.
What Can I Do
Answers may vary
What I Have Learned
Answers may vary
What’s More
Answers may vary
ACTIVITY 1
What’s New
1. T 6. F 11. T
2. T 7. F 12. T
3. T 8. F 13. T
4. T 9. F 14. T
5. T 10. F 15. T
What I Know
ANSWER KEY
REFERENCES

BOOKS
Sampa, Elias M., Disciplines and Ideas in the Applied Social Sciences: First Edition, Rex
Bookstore Inc.

Passer, Michael W.; Smith, Ronald E., Psychology: Frontiers and Applications, McGraw-
Hill Companies

WEBSITE
https://www.petatheater.com/

https://www.prc.gov.ph/uploaded/documents/CPD_IRR_p.pdf

https://www.silent-gardens.com/culture.php

https://theculturetrip.com/asia/philippines/articles/top-10-filipino-contemporary-
artists-where-to-find-them/
http://gwhs-stg02.i.gov.ph/~s2govnccaph/about-culture-and-arts/in-
focus/philippine-arts-in-context/

https://www.tandfonline.com/doi/abs/10.1080/01296612.1980.11725997
A Look at the Mass Media Situation in the Philippines [microform]: Implications for
Education and Research / Reynaldo V. Guioguio: Book; Microform -
1978https://trove.nla.gov.au/work/152832996
An Overview of the Mass Media Situation in the Philippines, Rene Guioguio: Uploaded
22/03/2015; https://www.linkedin.com/pulse/overview-mass-media-situation-
philippines-rene-guioguio (24/08/16)

https://www.statista.com/topics/6119/media-industry-in-the-philippines/

https://www.unicef.org/philippines/education

https://theaseanpost.com/article/philippines-needs-improve-its-education-system

http://futureoflocalnews.org/portfolio-item/disrupting-the-local-sense-of-place-in-
hyperlocal-media/

https://transition.fcc.gov/osp/inc-report/The_Information_Needs_of_Communities.pdf

https://www.academia.edu/37131995/DISCIPLINES_AND_IDEAS_IN_THE_APPLIED_S
OCIAL_SCIENCES

https://www.tandfonline.com/doi/abs/10.1080/03069885.2015.1063111?src=recsys
&journalCode=cbjg20
https://www.scribd.com/document/389174203/Discipline-and-Ideas-in-Applied-
Social-Sciences-docx

https://www.researchgate.net/publication/284446194_Applied_Social_Sciences_Educ
ation_Sciences
For inquiries and feedback, please write or call:

Department of Education – Division of Misamis Oriental

Office Address: A. Velez St., Brgy. 29, Cagayan de Oro City, 9000
Telephone: (088) 881-3094 │ Text: 0917-8992245
Email Address: [email protected]
Official Website: www.depedmisor.net