Developmental Process of Conceptual Understanding Through Reflective Journal Writing (RJW) among HUMSS (Humanities and Social Sciences) Students

ABSTRACT: The evolving educational landscape has made it more challenging to create 21st-century learners who are prepared for the future and ready to take on the global competition. Furthermore, due to its themes, goals, and objectives, social studies is mostly necessary in the current world. Additionally, it encourages civic engagement and social interaction. Hence, this study investigated the effects of reflective journal writing (RJW) in improving students’ conceptual understanding. The study involved Grade-12 students of a government-owned school in Olongapo, Philippines. The results revealed that the students’ level of conceptual understanding is at a developing level before the use of the intervention. After the application and use of RJW, it has been observed that the level of conceptual understanding has improved. This research affirms the positive effects of journal writing on the students’ enhancement of their conceptual understanding. Thus, teachers may consider the strategy for students’ conceptual retention and enhancement. A parallel study may be conducted to validate the effects of the intervention in other contexts.

Keywords -Conceptual Understanding, Social Studies, Reflective Writing, Transformative Learning