Scouting Method and Co-Curriculum Integration Capacity of Teachers Across Learning Areas in New Corella, Davao del Norte

Abstract

This study assessed the capacity of teachers to integrate elements of the scouting method across various learning areas in the New Corella Davao del Norte Division. A non-experimental descriptive-correlational research design was employed, utilizing a survey instrument to gather data from randomly selected teachers. The data were analyzed using mean scores, Pearson correlation, and linear regression analysis. Results indicated that the implementation of scouting method elements—such as Scout Promise and Law, personal progression, learning by doing, and community involvement—was extensive Similarly, the teachers’ capacity to integrate these elements into the co-curriculum, in terms of skills, knowledge, values, and attitude, was also found to be extensive. A significant relationship was established between the implementation of scouting elements and teachers’ integration capacity. Additionally, aspects of the scouting method were identified as significant predictors of teachers’ co-curriculum integration capacity. The study recommends that stakeholders address potential challenges in integrating scouting methods, such as resource limitations and competing academic demands, to enhance both educational practices and student outcomes.