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1
Field, Julia Tagle. "TAGLE (Transformation Acquired from Good Learning Environment): THE DEVELOPED LOCALIZED SUPPLEMENTARY INSTRUCTIONAL MATERIALS FOR ARALING PANLIPUNAN 9 LEARNERS IN LOS BAÑOS NATIONAL HIGH SCHOOL-POBLACION." Ignatian International Journal for Multidisciplinary Research 2, no. 11 (2024): 718–80. https://doi.org/10.5281/zenodo.14232819.
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The main objective of the study was to developed Localized Supplementary Instructional Materials in Araling Panlipunan 9. This study aligned to the Design and Development Research Method design. Through a simple random sampling technique, the respondents of the study were 80 Grade 9 learners from Los Banos National High School Poblacion and 18 Araling Panlipunan secondary school teachers compose of Head Teacher, Master Teacher, Coordinator, and Araling Panlipunan Teachers from the District of Los Banos. Using four-point Likert Scale and the simple mean, t-test for independent samples findings revealed that the developed localized supplementary instructional materials in Araling Panlipunan 9 based on the assessment of the Araling Panlipunan teachers in terms of objectives, directions, topics and practical exercises were all highly valid. Meanwhile, the level of acceptability of the developed localized supplementary instructional materials in Araling Panlipunan 9 were all highly valid based on the assessment on the Araling Panlipunan teachers in terms of clarity, usefulness, presentation, and suitability. There was a significant difference in the academic performance level of the learners comparing the mean scores of the learners during the pretest and posttest. The developed localized supplementary instructional materials in Araling Panlipunan 9 evidently increased the acquisition of learning of Grade 9 learners based on the difference in their performance in the pretest and posttest.
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Navales, Mariflor S. "PROJECT FLOR (FAMILIARIZE, LEARN, OBTAIN, AND RELIVE): THE DEVELOPED ARALING PANLIPUNAN 7 STRATEGIC INTERVENTION MATERIALS." Ignatian International Journal for Multidisciplinary Research 2, no. 6 (2024): 1758–87. https://doi.org/10.5281/zenodo.12215378.
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The main thrust of this study was to develop and validate Grade 7 Araling Panlipunan. This study followed the design and development research method. The respondents of the study, who were chosen through a simple stratified random sampling technique, were 78 Grade 7 learners from St. Vincent College of Cabuyao, and 16 Araling Panlipunan secondary teachers from St. Vincent College of Cabuyao and Liceo de Los Banos. Using a four-point Likert Scale, simple mean, and t-test for independent samples, the findings revealed that the developed of Grade 7 Araling Panlipunan Strategic Intervention Materials based on the assessment of the Araling Panlipunan teachers in terms of objectives, content, language, and presentation were all highly valid. Meanwhile, the level of acceptability of the developed Strategic Intervention Materials of Grade 7 Araling Panlipunan was also highly accepted based on the assessment of the Araling Panlipunan teachers in terms of functionality, accuracy, suitability, and usability. There was a significant difference in the academic performance level of the learners comparing the mean scores of the learners during the pretest and posttest. It can be concluded that the developed strategic intervention materials of Grade 7 Araling Panlipunan increased the acquisition of learning of Grade 7 learners based on the difference in their performance in the pretest and posttest.
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Richel, L. Ocana. "Assessment on Utilization of Instructional Materials among Araling Panlipunan Teachers." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 06 (2024): 2823–33. https://doi.org/10.5281/zenodo.12526682.
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This study attempted to determine the level of assessment on the utilization of instructional materials in Araling Panlipunan among secondary school teachers in Misamis Oriental during the School Year 2022-2023. Specifically, this paper sought to: a) describe the respondents' characteristics, b) identify the respondents' level of assessment on the utilization of instructional materials in Araling Panlipunan, and c) determine the significant difference in the respondent's assessment of the utilization of instructional materials when grouped according to their characteristics. The respondents were the one hundred fifty (150) Araling Panlipunan teachers currently teaching in selected High Schools in the Division of Misamis Oriental. The instrument is the questionnaire adapted from DepEd Order No.76, s. 2011 known as “The Learning Resource Management and Development Systems.” Descriptive Statistics such as frequency, percentage, mean, and standard deviation were used to describe the variables in the study. T-test and F-test were utilized to determine the significant difference in the respondent's assessment of the selection and utilization of instructional materials when grouped according to their characteristics. Findings show that respondents in Araling Panlipunan have an above-average level of assessment in utilizing instructional materials. The respondents' assessments of the utilization of instructional materials in Araling Panlipunan were significantly different when grouped by age. It is recommended that DepEd should conduct regular training on the utilization of instructional materials in Araling Panlipunan, orient all teachers concerning Intellectual Property Rights (IPR) related to the production of instructional materials, and train teachers on the alignment of curriculum standards, learning objectives and the designed instructional materials of the teachers. <strong> </strong>
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Mayagma, Rubilyn A. "Competency Needs of Non-Major Araling Panlipunan Teachers." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (2025): 375–87. https://doi.org/10.5281/zenodo.15430110.
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<strong>Abstract:</strong> This study aimed to determine the level of teaching competence of non-major Araling Panlipunan teachers using a descriptive quantitative research design. A total of 32 non-major teachers, along with their students and school heads, participated in the study. Data were gathered through a 35-item validated survey instrument covering seven key competency domains: content knowledge, pedagogical skills, resource utilization, student engagement strategies, professional needs, integration of cross-disciplinary concepts, and assessment and evaluation techniques. Findings revealed that the overall level of competence was rated high by both the teachers and school heads, but only average by students. Similar patterns emerged across teacher profiles such as area of specialization and years of experience. While performance ratings were consistently very satisfactory, statistical analysis showed no significant differences in competence based on specialization, but a significant difference was found based on teaching experience. These results suggest that while non-major teachers generally perform well, there remains a need to strengthen student-centered teaching and deepen subject mastery. The study recommends that the Department of Education provide ongoing, discipline-specific professional development to support non-major teachers and enhance student learning experiences in Araling Panlipunan. <strong>Keywords:</strong> Competency, Non-major, Araling Panlipuna, Teachers
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Yambot, Rowel L., Eufemia C. Ayro, and Efraim S. Vidal Jr. "Teachers’ Challenges and Readiness of the School on the Implementation of Expanded Face-to-face Classes." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 7 (2023): 2482–502. http://dx.doi.org/10.11594/ijmaber.04.07.26.
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This study investigated the teachers ‘challenges in implementing expanded face-to-face classes and school standards and procedures in the Division of Nueva Ecija. This utilized descriptive research in describing the socio-demographic profile of the respondents as well as their perceived student attitudes towards learning Araling Panlipunan, challenges on the implementation of face-to-faces and perception of school standards and procedures. A total of 48 teachers were selected purposively as respondents to the study. They were teachers in Carranglan District handling Araling Panlipunan subjects in the Schools Division of Nueva Ecija. The survey questionnaire was administered. Data gathered were analyzed using frequency, mean and percentage. Meanwhile, Chi-square was used to establish relationships among variables. The study shows that regular monitoring of students’ performance through their assessments and performance tasks ranks first as issues and challenges that Araling Panlipunan teachers experienced during the pandemic, and resiliency and flexibility were the traits that the respondents described. With the study’s findings, an intervention plan is proposed to help Araling Panlipunan teachers overcome the challenges in teaching and attain their full potential. This will become the basis for educators and administrators to help them enhance their competencies in the field.
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Ofiaza, Evangeline S. "The Effect of Teacher’s Teaching Style in Araling Panlipunan on Student’s Motivation of Grade 8 Students in Sta. Cruz South High School." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 3 (2023): 845–52. http://dx.doi.org/10.11594/ijmaber.04.03.17.
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The study shows that shows, out of ninety (90) respondents, there is an equal number of respondents when grouped according to gender. The study revealed that 80% of the respondents acknowledge the importance effective teaching styles to motivate the students. The stiudy further confirm that 3.7% of the respondents, considered Araling Panlipunan fun and interesting. It was also confirmed in the study that 3.8% of the respondents participated actively in Araling Panlipunan. The study revealed that majority of the respondents had the view that having effective teaching-styles in motivating students had a high impact on the academic performance. Based on the findings of the study, the following recommendations are made:Faculty staffs are encouraged to adapt new trends of teaching in order to inspire our students embracing Araling Panlipunan subject. It is further recommended that Araling Panlipunan teachers should not only using a pen and paper materials in teaching, instead think of an effective materials were in students become more motivated in exploring ideas like projectors and more. Conduct future studies to develop more teaching styles to motivate students to study Araling Panlipunan.
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GARCIA-ACOJIDO, VENY ROSE. "Merits And Demerits of Araling Panlipunan (Social Studies) Teachers in Using Instructional Resources." Studies in Humanities and Education 2, no. 1 (2021): 79–85. http://dx.doi.org/10.48185/she.v2i1.293.
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The study elucidates the merits and demerits or strengths and weaknesses in using the instructional resources among Social Studies teachers. In the Basic Education Unit of the Department of Education, this study would give them feedback on how and what interventions would be the best to employ and reinforce to overcome their weaknesses. This study used the descriptive method of research to determine the strengths and weaknesses of teachers in teaching Araling Panlipunan ( Social Studies). The study focused mainly on the strengths and weaknesses of teachers in teaching Araling Panlipunan( Social Studies) in terms of teaching content, motivating the students, presenting the lesson, assessing student performance, and attainment of lesson objectives. Data were gathered from the Grade IV teachers who handled Araling Panlipunan ( Social Studies) subject during the study and their respective pupils in San Pablo, Isabela. The performance of the Grade IV pupils was determined in terms of their final grades in Araling Panlipunan ( Social Studies) during the School year 2017-2018 and through their percentage score in a forty-item achievement test. With these strategies, the teacher frees the students to learn using their critical thinking abilities so that they will be able to discuss crucial issues and challenges that confront them in everyday life.
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Gonzales, Bernadette T., and Jherwin P. Hermosa. "Exploring The Factors Influencing Learners’ Attitudes and Engagement Towards Learning Outcomes in Araling PanlipunanAmong Grade 10 Learners." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 12 (2023): 4408–29. http://dx.doi.org/10.11594/ijmaber.04.12.20.
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his study aimed to discern the factors influencing attitudes and engagement towards learning Araling Panlipunan in terms of instructional methods, classroom environment, the difficulty of the subject, teachers' behavior, learning resources, teaching competency, learning style, and integration of technology. Moreover, it also determined the level of the learning outcomes in Araling Panlipunan as cognitive, behavioral, and attitudinal. The study utilized a descriptive research design to collect quantifiable information that can be used to make statistical inferences about the target audience through data analysis. Stratified Random Sampling was used to identify 127 grade 10 learners from San Isidro Integrated National Highschool in the Schools Division of Lipa City. The data were gathered using a survey questionnaire which was validated with the help of the experts.
 Findings revealed that there is a significant relationship between instructional methods and the learning outcomes in Araling Panlipunan as to Cognitive, Behavioral, and Attitudinal. The classroom environment was found to have highly significant relationships with cognitive, behavioral, and attitudinal learning outcomes in Araling Panlipunan. The difficulty of the subject has a highly significant relationship with cognitive and attitudinal learning outcomes. As for teacher behavior, highly significant relationships were recognized about cognitive, behavioral, and attitudinal Learning Outcomes in Araling Panlipunan. However, after all the data was gathered and calculated, the result revealed that there is no significant relationship between the Difficulty of the Subject and Behavioral Learning Outcomes in Araling Panlipunan.
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Apuya, Aaron, and Angelina Cacharo. "ICT Literacy and Utilization in Teaching Social Studies among Private Secondary Schools in Valencia City." Psychology and Education: A Multidisciplinary Journal 39, no. 3 (2025): 325–34. https://doi.org/10.70838/pemj.390304.
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This study determined the level of Teachers’ ICT Literacy and the utilization of ICT in teaching Araling Panlipunan among teachers of Private Secondary Schools of Valencia City for the school year 2020. Specifically, this study sought to describe the respondents’ demographic profile in terms of; age, gender, marital status, years in teaching Social Studies/Araling Panlipunan, total teaching hours per week, and the available ICT Resources. Determine the ICT literacy of the respondents in terms of General Computer Usage and Online Communication. Find out to what extent they use ICT to teach Social Studies/ Araling Panlipunan. Determine the significant relationship between the teachers’ ICTliteracy level and their utilization of ICTs in teaching Social/Araling Panlipunan and to ascertain the significant difference in the teachers’ ICT level when group according to respondent’s age, gender, marital status, ICT years of teaching, teaching hours per week and available ICT resources? This study used a descriptive-correlation research method which was designed for the researchers to gather information about present existing conditions needed in the chosen field of the study. It was conducted among private schools of the municipality of Valencia City offering Junior and Senior High Schools for this school year 2019-2020; namely: Infant Jesus School of Bukidnon. Valencia Baptist Christian Academy, San Augustine Institute of Technology, IBA College of Mindanao, Philippine College Foundation, First Fruit Academy, Seventh Day Adventist, STI, AMA and Academy, and Valencia Colleges Incorporated. The respondents of the study are secondary school teachers of Private Schools teaching Social Studies/Araling Panlipunan in Junior and Senior high school. This study employed a purposive or take-all method. Descriptive statistics were employed in this study such as frequency count and percentage, weighted mean and standard deviation, Pearson r, and regression analysis were used. It was revealed in this study that the majority of respondents are females and the majority of them are singles. The majority of respondents have 4-10 years of teaching the majority of teacher respondents have 16-20 hours of teaching per week. There was a Very High Level in terms of hours per week and the Majority have their own personal laptop, a Very High level of ICT literacy in General Computer Usage and Online Communication. A Very High Extent in the Utilization of ICT in Teaching Araling Panlipunan. There was a Significant Relationship between teachers’ ICT literacy level and utilization in teaching Aaraling Panlipunan. Therefore, the null hypothesis is rejected. There was a significant difference in the teacher’s ICT level when grouped according to respondent’s age, gender, marital status, ICT years of teaching, teaching hours per week, and available ICT resources, therefore a statement of the null hypothesis is rejected.
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Erfe, Karen Kaye B., and Mary Grace O. Gallego. "SCHOOL LEARNING ACTION CELL (SLAC) IMPLEMENTATION AND ITS IMPACT ON THE PROFESSIONAL DEVELOPMENT OF ARALING PANLIPUNAN TEACHERS." Ignatian International Journal for Multidisciplinary Research 3, no. 4 (2025): 1405–38. https://doi.org/10.5281/zenodo.15311347.
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School Learning Action Cell (SLAC) is a school-based professional learning community designed for the development of teachers, mandated by the Department of Education (DepEd) in the Philippines. This study sought to evaluate the level of SLAC implementation and its impact on the professional development of Araling Panlipunan teachers in Sto. Niño District, Sto. Niño, South Cotabato. A descriptive and correlational research design was used in this study, and 34 Proficient (Teacher I- III) secondary Araling Panlipunan teachers were considered respondents. Due to their limited number, the total enumeration sampling technique was used to select the teacher-respondents. Frequency, percentage, mean, standard deviation, Pearson r moment correlation and One- way Analysis of Variance (ANOVA), t-test, and Tukey- Kramer Multiple Comparison tests were used to analyze the data. Findings revealed that The SLAC is fully implemented in secondary schools in the district in terms of content and pedagogy, content assessment, ICT integration and 21<sup>st</sup> century skills and curriculum contextualization with no significant difference in the level of implementation. Furthermore, SLAC had a very strong impact on the Professional Development of Araling Panlipunan teachers in terms of pedagogical, personal, social, and professional competence. The impact of SLAC implementation on the Personal Competence of teachers is slightly lower yet remains highly significant. Moreover, the level of SLAC implementation has a strong relationship with the professional development of Araling Panlipunan teachers. The age, the teaching experience, and the classroom observation ratings of the respondents also had a significant influence on the professional development and SLAC implementation.
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Gonzales, Diana Rose, Maria Celerina Oreta, Melchor Espiritu, and Rosemarie Alfarero. "Using Anime in Teaching Selected Concepts in Araling Panlipunan Grade 7 in a Secondary School in Calauag, Quezon." Psychology and Education: A Multidisciplinary Journal 40, no. 8 (2025): 1025–35. https://doi.org/10.70838/pemj.400802.
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This study aimed to determine the effects of using anime in teaching selected concepts in Araling Panlipunan in grade 7 students in a secondary school in Calauag, Quezon. It determined the profile of the respondents in terms of age, sex, and section. It also revealed the effects of using anime in teaching selected concepts in Araling Panlipunan in grade 7 students in terms of cultural awareness, improved listening skills, and enhancing learning motivation. The researcher used descriptive method of research. This study employed simple random sampling design. Under this procedure, the researcher considered using one hundred (100) respondents from the grade 7 students in a Secondary School in Calauag, Quezon to get the 100% of the respondents. Majority of the respondents are female. Most of the respondents came from section Marangal which accounts for thirty-eight percent of the total respondents. This study found out that the average mean of 3. 81 interpreted as Agreed indicated most of the respondents are agreed on the effects of using anime in teaching selected concepts in araling panlipunan in grade 7 in terms of cultural awareness. Likewise, the average mean of 4.04 interpreted as Agree, indicated that most of the respondents agreed on the effects of using anime in teaching selected concepts in araling panlipunan grade 7 in terms of improved listening skills. The average mean of 4.14 interpreted as Agree, indicated that most of respondents agreed on the effects of using anime in teaching selected concepts in araling panlipunan grade 7 in terms of enhances learning motivation. Based from the results of Kruskal Wallis H-test the null hypothesis of age is rejected, which means that there is a significant difference on the perceived effects of using anime in teaching selected concepts in Araling Panlipunan grade 7 when respondents are grouped by age. However, the null hypothesis of sex and section are accepted which means that there is no significant difference on the perceived effects of using anime in teaching selected concepts in araling panlipunan grade 7 when respondents are grouped according to their sex and section. From the result of this study, the following were recommended; School Administrators may develop guidelines for teachers on incorporating anime responsibly into lesson plans, promoting cultural awareness, Parents may discuss the initiative with teachers and engage in open communication about the anime selections, focusing on how it can enhance their child's cultural awareness, Teachers may develop creative lesson plans that utilize anime clips, characters, or storylines to teach historical events, social concepts, or traditional practices, all with the goal of raising cultural awareness, Students may engage actively in classroom discussions about the cultural awareness aspects depicted in the anime, and Future Researcher may conduct research to assess the effectiveness of using anime in teaching Araling Panlipunan, with a focus on its impact on student cultural awareness.
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Santillan, Alberto, and Susan Olana. "Blended Learning and the Academic Achievement of Grade 10 Learners in Araling Panlipunan during COVID-19 Pandemic." Psychology and Education: A Multidisciplinary Journal 39, no. 7 (2025): 960–68. https://doi.org/10.70838/pemj.390708.
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This study aims to determine the relationship between blended learning delivery to the academic achievement of Grade 10 learners in Araling Panlipunan of Malaybalay City National Science High School of School Year 2021-2022. Results show that the different learning modalities used in teaching Grade 10 Araling Panlipunan are Online Instruction, Television-Based Instruction (TVBI), Radio-Based Instruction, and Modular Instruction. The learners’ academic achievement was based from their third grading grade in Araling Panlipunan as reflected in the Grading Sheet as well as in the Form 138 (Report Card). The result of the evaluation shows that among the 304 Grade 10 learners the average mean is 88.29 which is very satisfactory. The result of the correlation test shows that there is a significant relationship between the blended learning delivery and the academic achievement of Grade 10 learners in Araling Panlipunan. It is recommended that the Schools Division Office of Malaybalay City in partnership with the local stakeholders should continually provide and strengthen support to the professional growth and development of teachers through adequate training courses, webinars, seminars, and/or workshops should be provided to the teachers considering their teaching-learning needs in the new normal. Instructional planning support using blended learning should be extended to teachers through involvement in the curriculum planning and development process in order to deliver the designed curriculum very well to the learners. Continuous support and guidance must be provided to the learners to meet their varied learning styles and weaknesses as they continue to adjust into the new normal.
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Tabujara, Divina, and Anjero Marcia. "Perception on Learning Attitude of Learners in the Integration of Multi-Media Learning and their Academic Achievement in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 38, no. 2 (2025): 204–10. https://doi.org/10.70838/pemj.380208.
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This study investigated the learning attitude of the learners with multimedia integration to learning and their academic achievement in Araling Panlipunan. This study employed the descriptive-correlational research design to determine the extent of learning attitude of the learners with multimedia integration to learning and the academic achievement in Araling Panlipunan in Maramag 1 District. This study was conducted among the grade three teachers in Maramag 1 District in the Division of Bukidnon, Region X, for this school year 2021-2022. The respondents of this study were all the Grade 3 learners in the entire District of Maramag 1, Division of Bukidnon, School Year 2021-2022. In general, the learning attitude of the learners with multimedia integration to learning was to a Large Extent. This means that the teachers can do so much to meet and satisfy the learning attitude of the learners with multimedia integration to learning. The majority of the learners had Very Satisfactory academic achievements in Araling Panlipunan. The learners in Maramag I District had been receiving high grades. It could be implied that they were satisfied and happy in terms of their learning attitude since their teachers were utilizing multimedia integration in teaching. There was no significant relationship between the learning attitude of learners when exposed to the integration of multimedia in learning and their academic achievement in Araling Panlipunan. The teachers must sustain their use of multimedia integration in teaching as it really excites, ignites, and motivates the learners to be minds-on and hands-on in the lesson. The parents must monitor and assist their children so that the latter can sustain their very satisfactory grades and may improve them to outstanding. The school heads must include in their inputs during coaching and instructional supervision technical assistance about multimedia integration in teaching.
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Joshua, G. Seludo, and M. Murillo Neil. "Experiences and Challenges of Grades 7, 8 and 9 Araling Panlipunan Teachers in Promoting Students' Civic Competence." International Journal of Social Science And Human Research 06, no. 07 (2023): 4595–601. https://doi.org/10.5281/zenodo.8202113.
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Social Studies (Araling Panlipunan) educators play a crucial role in promoting civic competence, which is the academic content, critical thinking skills, and democratic values necessary for pupils to participate fully in society. Teachers of social studies continue to provide students with the knowledge, values, and attitudes they need to be productive and ideal members of society despite the difficulties they face. Although there is a study conducted in the Philippines revealing that Grades 7, 8, and 9 Social Studies subjects do not have direct discussions of civics and civic competency, there is still a shortage of published studies that address the experiences and challenges of Social Studies educators, specifically the grades 7-9 Araling Panlipunan teachers in promoting civic competence. The researchers used a transcendental phenomenological research design to examine the experiences and difficulties these teachers had in encouraging civic competency in their students. Following a demographic survey, they chose one teacher from grades 7, 8 and 9 of the Araling Panlipunan subject in a public high school and conducted interviews with them. The study revealed that they are motivated to promote civic competence because they aim to make their students acquire the values and responsibilities of an informed and active citizen in society. With that, they integrate the ideas of civic competence into their daily lesson/ discussion. However, they consider the complex topics in the grades 7-9 Araling Panlipunan curriculum as a hindrance to achieving their students' aims. Their challenges in promoting civic competence included difficulty preparing lessons, learners' diversity, and teachers' poor performance. The study also established specific effects on students when problems in promoting civic competence occur, such as poor civic competence development and students as irresponsible citizens.
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Baron, Jomarie V. "Blackboard System and Students’ Academic Performance: An Experimental Study in The Philippines." Journal of Social, Humanity, and Education 3, no. 3 (2023): 173–84. http://dx.doi.org/10.35912/jshe.v3i3.1186.
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Purpose: The main purpose of this study is to determine the Blackboard System's effectiveness on students' academic performance in Araling Panlipunan. Research methodology: The study employed a quasi-experimental pre-test and post-test non-equivalent group design and was entirely quantitative. Seventy (70) Ligaya High School students in Grade 7 who were divided into the control and experimental groups made up the study's subjects. Both groups received instruction on related subjects throughout the first quarter of the Araling Panlipunan grading period. The t-test for dependent and independent samples was the statistical tool employed to evaluate the hypothesis. Results: Results indicate that using the Blackboard System to teach Araling Panlipunan is a more effective approach than using the traditional lecture technique. Further, it has a significant impact on students and learning processes. Teachers also gained great benefits in using this system since it provided them an easy way of tracking student progress reducing a lot of paperwork load. Limitations: This study was limited to only Grade 7 Araling Panlipunan learners in the school year 2019-2020. The duration of the experiment was only focused on the First Quarter grading period. Contribution: One of the key goals of the study is to raise the standard of education by using new technological trends, which will assist them to advance their skills and competencies in technology. Teachers will also benefit from the study to help them improve their craft with the use of effective pedagogy with ICT to cope with the changing world.
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Lobendino, Rhoanne, and Genevive Garcia. "Teachers' Performance and Students' Achievement in Araling Panlipunan." Studies in Technology and Education 4, no. 1 (2025): 42–54. https://doi.org/10.55687/ste.v4i1.123.
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Araling Panlipunan (AP) represents a critical facet of the Philippine educational landscape, fostering the development of students' socio-cultural awareness and civic engagement in basic education. This study analyzed the complex relationship that exists between teacher instructional effectiveness and student’s academic achievements in AP within the domain in a specific subset of Junior High School both public and private at Legislative District II in the Province of Isabela, Philippines. The study employed methodological framework based on descriptive-correlational paradigms to organize an empirical investigation through organized questionnaires that are given to groups of teachers, students, and school heads/principals. Analysis of Variance (ANOVA), T-Test, and Pearson Correlation Coefficient are used as statistical techniques that provide a foundation for methodical data analysis that reveal differences and subtle relationships and patterns in the dataset. The results revealed a demographic makeup that is typified by a high proportion of female, and experienced teachers who have a strong preference for AP specialization. Evaluations of teacher’s performance from themselves and school heads/principals demonstrated continuously high performance, with consistency found in age and gender across demographic groups. AP student performance is of a high caliber, and there are statistically significant correlations that indicate the relationship between particular teaching strategies and improved exam scores. These results provide teachers with useful information that emphasizes how important effective teaching strategies are for promoting academic success in the AP subject.
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Marimon, Maria Fatima, and Noel Tannery. "Learners’ Nutritional Practices and Status and their Academic Performance in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 37, no. 7 (2025): 746–55. https://doi.org/10.70838/pemj.370708.
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This study aimed to investigate the learners’ nutritional status in relation to their academic performance at Malaybalay City National High School (MCNHS)San Jose, Bangcud National High School-Bangcud, and Malaybalay City National Science High School (MCNSHS)-Aglayan, Division of Malaybalay City, SY 20192020. It was conducted using the descriptive-correlational research design. The respondents were the teachers of the said school who were having an advisory. The instrument used to gather data was a survey-questionnaire which was patterned from Naelga and Doncillo, 2017. Descriptive statistical tools were used to process the gathered data such as frequency count and percentage, weighted mean and standard deviation, and Pearson r. This study found out that: majority of the learners were having wasted nutritional status; but they have Very Satisfactory academic performance in Araling Panlipunan. There was a very highly effective level of learners’ nutritional practices in terms of Physical Development, Academic Performance, and Social Development. There was no significant relationship between the nutritional status of the learners and their academic performance in Araling Panlipunan. Only Physical Development showed a significant relationship to the academic achievement of the learners. This study offers the following recommendations: The SBFP or SchoolBased Feeding Program needs to be sustained by the government. The students may focus and continue their efforts in their studies to sustain or even improve further their very satisfactory academic performance in Araling Panlipunan. The nutritional practices of the learners in terms of Physical Development, Academic Performance, and Social Development may be given priority to sustain their very highly effective turnouts. The teachers may exert efforts for the learners to fully maximize their full potentials in Araling Panlipunan and other subjects.
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Tictic, Winelyn, and Lutchie Ducot. "Effectiveness of Teaching Strategies in Araling Panlipunan and Learners’ Outcomes." Psychology and Education: A Multidisciplinary Journal 40, no. 6 (2025): 733–48. https://doi.org/10.70838/pemj.400601.
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This study determined the level of effectiveness of teachers’ teaching strategies in Araling Panlipunan and learners’ outcomes in District II, Malaybalay City Division SY 2024-2025. Specifically, it determined the level of effectiveness of teachers’ teaching strategies in Araling Panlipunan in terms of Active Learning Techniques, Collaborative Teaching Practices, Inquiry-Based Learning, Multicultural Perspective, Student Engagement, Technology Integration, including the learning outcomes of the learners or the average grade of the learners in Araling Panlipunan under the Matatag Curriculum. The researcher utilized an adapted survey questionnaire from Chanchumni and Mangkhang to gather the data needed to answer the questions in this study. The respondents of this study were the Grade VII learners in District II, Malaybalay City Division. The data was interpreted using statistical tools such as mean, standard deviation, frequency count, percentage, and Pearson r Product Moment Correlation Coefficient. Findings determined that the effectiveness of teachers’ teaching strategies in Araling Panlipunan in terms of Active Learning Techniques was generally rated as Highly Effective; Collaborative Teaching Practices was generally rated as Highly Effective; Inquiry-Based Learning was generally rated as Highly Effective; Multicultural Perspective was rated as Highly Effective; Student Engagement was rated as Highly Effective; and Technology Integration was rated as Highly Effective. The majority of the learners fell within the 90–100 range (f = 57, 47.9%), which corresponds to an outstanding level. The overall correlation between teachers’ strategies and students’ learning outcome was found to be significant, indicating a meaningful relationship between the general effectiveness of teaching strategies and student learning outcomes. Multicultural Perspective approach exhibited a significant relationship, suggesting that incorporating diverse cultural perspectives positively impacts learners' comprehension and academic performance. This underscores the importance of inclusive, culturally responsive instructional approaches that foster a deeper understanding and appreciation of diverse perspectives. By embracing multiculturalism in the classroom, educators can create learning environments that empower students, challenge biases, and equip learners with the essential knowledge, skills, and mindsets needed for active and engaged citizenship in an increasingly interconnected world.
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Carlos, Ivy V. "PERFORMANCE OF GRADE 3 LEARNERS IN ARALING PANLIPUNAN: BASIS FOR RESOURCE MATERIALS." Ignatian International Journal for Multidisciplinary Research 2, no. 10 (2024): 1–19. https://doi.org/10.5281/zenodo.13868417.
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This study assessed the level of performance in Araling Panlipunan of Grade 3 learners in Bacsay Elementary School, Camiling West District, Tarlac Province during the school year 2023-2024 through the quantitative-descriptive research design. The quantitative-descriptive research design was utilized to assess the level of performance in Araling Panlipunan of the Grade 3 learners based on the results of teacher-made tests during the school year 2023-2024 as well as their weaknesses in Araling Panlipunan. The acceptability of the developed resource materials was likewise determined based on evaluation of experts. Based on the findings, resource materials in the teaching of Araling Panlipunan were developed to address the weaknesses of the Grade 3 learners in Araling Panlipunan. The sources of data in this study were the teachers in Bacsay Elementary School who provided data to answer the sub-problems raised in the study with 21 Grade 3 learners as subjects of the study. Weighted mean was utilized to treat the data statistically.Summary of Findings: 1.0 Level of Performance in Araling Panlipunan of Grade 3 Learners There were no learners who obtained “outstanding” performance or rating of 95-100%. There were four Grade 3 learners or 19.05% who obtained 90-94% rating described as “above average” performance. There were five learners or 23.81% with 85-89% rating described as “average” performance. There were eight or 38.09% with 80-84% rating described as “fair” performance. Four learners or 19.05% obtained ratings of 75-79% described as “poor” performance. 2.0 Weaknesses of the Grade 3 Learners in Araling Panilipunan The Grade 3 learners are weak in the following skills/competencies: Natatalakay ang pamahalaan at ang mga mamamayan nito (71.68%) Natutukoy ang mga pagbabagong nangyayari sa lalawigan at sa kinabibilangang rehiyon (70.36%); Naipaliliwanag ang impluwensiya ng klima at lokasyon sa pagbuo at paghubog ng pamumuhay sa isang lugar (67.71%); Naipaliliwanag ang kahalagahan ng pamahalaan (64.19%); Nailalarawan ang kultrang material ng unang Pilipino (62.41%); Pagpapahalaga sa mga bayani ng lalawigan at rehiyon (58.18%); Nasusuri ang mga uri ng likas na yaman (56.27%); Maagap at wastong pagtugon sa mga panganib na madalas maranasan ng sariling rehiyon (56.02%); Natutukoy ang relatibong lokasyon ng mga lalawigan sa rehiyon (54.18%); and Natatalakay ang kultura sa kinabibilangang rehiyon (51.80%). 3.0 Proposed Resource Materials Resource materials in Araling Panlipunan for Grade 3 learners were developed to address the identified weaknesses of the Grade 3 learners. 4.0 Acceptability of the Resource Materials In terms of content, all of the five criteria had WM that ranged from 3.50 to 4.17 for descriptive equivalent of “very acceptable.” The average WM is 3.73 described as “very acceptable.” In terms of quality of presentation, all of the three criteria had WM that ranged from 3.50 to 4.00 for descriptive equivalent of “very acceptable.” The average WM is 3.72 described as “very acceptable. In terms of physical make-up, all of the three criteria had WM that ranged from 3.67 to 4.33 for descriptive equivalent of “very acceptable”. The average WM is 4.00 described as “very acceptable.” The overall average weighted mean is 3.82 for descriptive equivalent of “very acceptable”. Based on the findings of the study, the following conclusions were drawn: 1. Most of the Grade 3 learners are approaching proficiency which means most of the learning targets are fully or consistently met. This indicates they have a good grasp of concepts and skills in Araling Panlipunan. 2. Weaknesses in Araling Panlipunan of the Grade 3 learners include the following: Natatalakay ang pamahalaan at ang mga mamamayan nito; natutukoy ang mga pagbabagong nagyayari sa lalawigan at sa kinabibilangang rehiyon; and naipaliliwanag ang impluwensiya ng klima at lokasyon sa pagbuo at paghubog ng pamumuhay sa isang lugar. 3. The proposed resource materials were developed to address the weaknesses in Araling Panlipunan of the Grade 3 learners and improve their level of performance. 4. The proposed resource materials are very acceptable based on the evaluation of experts. Based on the conclusions drawn as a result of the findings of the study, the following recommendations were offered: 1. The developed resource materials should be considered for use by concerned authorities. 2. Parents and teachers should communicate regularly relative to the learners’ performance in school. 3. The developed resource materials should be tried out on a wider scale for further improvement. 4. Teachers should be encouraged to develop instructional materials particularly on subjects or topics where most learners encounter difficulties. 5. The school administration should provide support in the production of materials developed by teachers. 6. Other researchers may conduct similar studies on a wider scope to validate the findings of the study.
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Nuez, Charlene, Maria Celerina Oreta, Melchor Espiritu, Rochelle Leonor, and Donata Cadag. "Using Contextualized Materials in the Development of Most Essential Learning Competencies of Selected Junior High School Students in a Private School in Gumaca, Quezon." Psychology and Education: A Multidisciplinary Journal 39, no. 4 (2025): 451–64. https://doi.org/10.70838/pemj.390404.
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This study aimed to determine the effects of using contextualized materials in the development of most essential learning competencies in Araling Panlipunan of selected Junior High School students in a Private School in Gumaca, Quezon. It determined the profile of the respondents in terms of age, sex, grade level. It also revealed the effects of using contextualized materials in the development of Most Essential Learning Competencies in Araling Panlipunan in terms of recall, association, multiple channels, and interest and motivation. The researcher used descriptive method of research. This study employed quota sampling technique. Under this procedure, the researcher considered using one hundred (100) respondents from the selected Junior High School students in a Private School in Gumaca, Quezon to get the 100% of the respondents. The findings revealed that most of the respondents are between 14 to 15 years old. The female respondents outnumbered the male population. Respondents were Grade 7, Grade 8, Grade 9, and Grade 10. This study found out that the average mean of 4.15 interpreted as Agree indicated that most of the respondents are strongly agreed on the effects of using contextualized materials in developing Most Essential Learning Competencies in Araling Panlipunan in terms of recall. Likewise, the average mean of 4.16 interpreted as Agree, indicated that most of the respondents agreed on the effects of using contextualized materials in developing Most Essential Learning Competencies in Araling Panlipunan in terms of association. The average mean of 4.29 interpreted as strongly agree, indicated that most of responmdents strongly agreed on the effects of using contextualized materials in developing Most Essential Learning Competencies in Araling Panlipunan in terms of use of multiple channels. It found out that the average mean of 4.23 interpreted as strongly agree, indicated that most of respondents strongly agreed on the effects of using contextualized materials in developing Most Essential Learning Competencies in Araling Panlipunan in terms of interest and motivation. Based from the results of the Kruskal Wallis H-test all the null hypothesis of age, sex, and grade level, are accepted which means that there is no significant difference on the perceived effects of using contextualized materials in the development of Most Essential Learning Competencies in Araling Panlipunan when respondents are grouped by profile. From the result of this study, the following were recommended: school administrators may conduct trainings and seminars for different intervention strategies to improve students recall, parents may monitor their children about using different strategies to apply in different lesson to practice and improve their recall, teachers may provide activities that will enrich their focus on recall so that learners will be updated on how to have good recall in the contextualized materials, students may practice different strategies to improve their recall and future researchers may conduct a parallel study which gives more emphasis on the effects of using contextualized materials in developing Most Essential Learning Competencies in Araling Panlipunan for the successful internalization of contextualized materials.
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Molde, Ermelta, and Lutchie Ducot. "Teacher’s Classroom Management Practices and Learners’ Academic Achievement in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 33, no. 4 (2025): 419–29. https://doi.org/10.70838/pemj.330401.
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This study aimed to ascertain the relationship of the teacher’s classroom management practices and learners’ academic achievement in Araling Panlipunan in San Fernando 1 District, Division of Bukidnon, for the school-year 2022-2023. This study used the descriptive-correlational method of research. This study was conducted within the public elementary schools of the aforementioned district. The subject-respondents of this study were all the public elementary school teachers in intermediate grade levels in the said schools. The research instrument used in data gathering was a researcher-made questionnaire. In answering the problems posed, the researcher utilized the following descriptive statistics: frequency count and percentage, weighted mean and standard deviation, and Pearson Product Moment Correlation Coefficient or Pearson r. The following conclusions are drawn from the findings of the study. Majority of the respondents were young, new in the service and were not yet graduates on a Master’s Degree. They were not yet promoted. The extent of classroom management practices used by the teachers San Fernando I District is of Very High Extent. The learners in San Fernando I District had very satisfactory academic achievement since the teachers’ classroom management practices have helped in the good grades of the pupils.There is a significant relationship between the teacher’s classroom management practices and the learners’ academic achievement in Araling Panlipunan. The teachers in San Fernando I District should finish their master’s degree so that they will have an edge during promotion. The classroom management practices used by the teachers San Fernando I District that is generally Very High Extent should be sustained and strengthened. The parents must continue to do their share in supporting their children at school to sustain and increase even more the learners’ in very satisfactory academic achievement. The school heads must include in their monitoring about the implementation of effective classroom practices by the teachers for it was proven to be of significant relationship with the learners’ academic achievement in Araling Panlipunan.
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Cañete, Shaira Eliza, and Ruel Duran. "Teachers’ Efficacy in Delivering New Normal Education and Learners’ Academic Achievement in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 39, no. 8 (2025): 1004–15. https://doi.org/10.70838/pemj.390803.
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This study was conducted to find the relationship between teacher’s efficacy in delivering new normal education and learner’s academic achievement in Araling Panlipunan in Quezon II District. This study gathered the needed data by using an adopted instrument from the study of Lapada, Robledo, Miguel, & Alam (2020). The respondents of this study were delimited to the teachers of Quezon II District, Division of Bukidnon; specifically: Salawagan CES, Dilapa IS, Sta. Cruz IS, Mibantang ES, and Pag-asa ES. The data were treated with the descriptive statistics such as frequency count, percentage, mean, standard deviation, and Pearson r Product Moment Correlation Coefficient. The following findings were noted in this study: majority of the respondents are 31 – 40 Years Old; almost all respondents were Females; almost half of the respondents have rendered 11 – 15 Years in service; more than half of the total respondents were able to attend 5-6 Trainings about the New Normal Teaching; and more than half of the respondents have attained Baccalaureate Degree + MA Units. The teachers in Quezon II District have very high level of efficacy in delivering new normal education in terms of teachers’ personal values, self-transcendence, self-enhancement values and openness to change, conservation, and motivations for teaching. Majority of the learners in Quezon II District have Very Satisfactory academic achievements in Araling Panlipunan with grades 85-89 and were Closely followed by those learners having Outstanding academic achievement with grades between 90 – 100. There was no significant relationship between the level of teacher’s efficacy in delivering new normal education in terms of teachers’ personal values, self-transcendence, self-enhancement values, and openness to change, conservation, and motivations for teaching and the academic achievement of the learners in Araling Panlipunan. This study hereby recommends the following points to consider: The teachers may pursue their graduate schooling so that they may be able to achieve their graduate diploma, necessary for the professional growth and development, and credential for their promotion. The teachers in Quezon II District may sustain their very high level of efficacy in delivering new normal education in terms of teachers’ personal values, self-transcendence, self-enhancement values and openness to change, conservation, and motivations for teaching. It is not significantly related to the learners’ academic achievement, but certainly these are agents for the successful implementation of delivering new normal education. The parents may continue to support their children so that the learners can sustain their Very Satisfactory and outstanding academic achievements in Araling Panlipunan and other subjects. The school heads may strengthen their technical assistance given to the teachers so that an optimum very high level of efficacy in delivering new normal education in terms of teachers’ personal values, self-transcendence, self-enhancement values and openness to change, conservation, and motivations for teaching can be sustained.
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Ote, Adrian, and Christian T. Jose. "“The Struggle is Real”: The Level of Performance of Grade 8 Students in Araling Panlipunan in the Online Class Settings: Basis for a Proposed Educational Framework." International Journal of Research and Innovation in Social Science VII, no. VI (2023): 1574–91. http://dx.doi.org/10.47772/ijriss.2023.7734.
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The COVID-19 pandemic has altered our educational landscape, compelling schools to switch to online coursework in place of face-to-face classrooms. The study aimed to know the level of performance of the students in Araling Panlipunan Subject in the online class and the significant relationship of the different factors. The study used Descriptive-correlational research method to gather valuable data to the find the level of students performance and its significant relationship to the factors among the 260 selected Grade 8 students enrolled in Manggahan High School who is using online modality. Simple random sample was used as a sampling scheme. A modified standardized closed-ended survey questionnaire was used in this study and it composed of two parts. The study revealed that the level of performance of the Grade 8 students in the Araling Panlipunan subject in the online class is high, the Students Motivation, Teacher, Course Design, and Instructional Materials has a significant negative and weak relationship to the students’ performance and the internet connection is not significant. Students Motivation, Course Design, and Instructional Materials has a negative degree, which means it has low impact to the students’ performance. Teachers and Internet has a positive degree means that they have a positive impact. Internet is the most dominant factor that affect the performance of the Grade 8 students in the subject Araling Panlipunan. Continue to practice and enhance different plans and techniques to address the performance of the Grade 8 students in the online class settings in the subject Araling Panlipunan.
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Kristelle, Amor C. Fernandez. "From Passive Learners to Active Citizens: A Classroom-Based Study on the Role of Araling Panlipunan 7 in Promoting Youth Engagement in Bukidnon Communities." Journal of Ongoing Educational Research 2, no. 2 (2025): 264–70. https://doi.org/10.5281/zenodo.15497710.
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In many rural schools across the Philippines, especially in Bukidnon, students often see Araling Panlipunan as just another subject to memorize—dates, names, and terms—rather than something meaningful to their lives. This study set out to change that perspective by exploring how Araling Panlipunan 7, under the Matatag curriculum, can help turn passive learners into active, socially aware citizens. By using contextualized and participatory teaching strategies, the study aimed to spark student interest and encourage real civic engagement. Through classroom observations, reflection journals, focus group discussions, and performance tasks, the research captured both stories and statistics about how students understood and responded to civic topics. When lessons were connected to real issues in their communities and taught through interactive methods like role-playing, community mapping, and service learning, students showed more curiosity, critical thinking, and a desire to get involved. The findings show that when teaching feels relevant and empowering, students do not just learn about society—they want to help improve it. The study recommends integrating more community-based learning and providing ongoing training for teachers so that Araling Panlipunan can truly prepare the youth to become active and responsible members of their communities.
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Abdugaram, Anwar, and Masnona Asiri. "Factors influencing the academic performance in araling panlipunan of junior high school students of Capual National High School, MBHTE-Sulu." Journal of Education and Academic Settings 1, no. 1 (2024): 1–15. http://dx.doi.org/10.62596/pc2hwx25.
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This study aimed to investigate the extent of the factors influencing the academic performance in Araling Panlipunan of junior high school students at Capual National High School. It employed a descriptive-explanatory research design with one hundred (n=100) junior high school students at Capual National High School, Ministry of Basic Higher and Technical Education (MBHTE) – Sulu taken through purposive sampling method. Findings indicated that high school students recognized the school administration, teacher’s competency, and their own learning styles as significant factors that contribute to their academic performance. Correlation analysis revealed that subcategories subsume under the extent of the factors influencing the academic performance in Araling Panlipunan reveals that there was a significant correlation between School Management and Teacher’s Competency, School Management and Student’s Learning Styles, and Teacher’s Competency and Student’s Learning Styles. The study suggested that the MBHTE – Sulu may provide continuous professional development for teachers to enhance their competency, which is directly linked to student performance. School Administrators may consider implementing adaptive educational strategies that cater to the diverse learning styles of students. This could involve integrating technology in classrooms or providing training for teachers on differentiated instruction techniques. Teachers may utilize a variety of teaching methods to address the different learning styles of students.
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P. Cale, Jebby Rose. "Lived Experiences of Generation X High School Teachers in Teaching Araling Panlipunan Among Learners." International Journal of Research and Innovation in Social Science IX, no. V (2025): 1919–27. https://doi.org/10.47772/ijriss.2025.905000151.
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Low integration of technology in teaching. This study explored the experiences of Generation X high school teachers in integrating technology into the teaching of Araling Panlipunan (Social Studies), focusing on how these educators, who are not digital natives, navigate the challenges of incorporating modern technology into culturally rooted subjects. Using a qualitative descriptive phenomenological approach, data were collected through six in-depth interviews and four focus group discussions. The analysis, guided by the Cultural-Historical Activity Theory (CHAT), revealed three main themes: Cultural, Social, and Historical. Culturally, teachers combined traditional practices with modern digital tools, ensuring historical accuracy and cultural relevance. Socially, they addressed challenges such as limited resources, students’ lack of preparedness, and generational divides by fostering civic consciousness through project-based and values-driven approaches. Historically, they emphasized the importance of factual accuracy and critical thinking, viewing themselves as “stewards of truth.” Despite facing technological gaps and resource limitations, the teachers showed resilience and creativity, effectively bridging generational divides and empowering students to understand culture, identity, and social responsibility. The study concluded that Generation X teachers play a vital role in driving educational transformation. It recommended the implementation of culturally responsive professional development programs that support the integration of technology while preserving the cultural integrity of Araling Panlipunan (Social Studies) instruction. To strengthen this conclusion, future research should include comparative insights from Millennial and Generation Z teachers to highlight generational differences in teaching practices. Additionally, adopting a mixed-methods approach combining qualitative narratives with quantitative data, such as student engagement metrics, would enhance the study’s relevance and contribute to a more comprehensive understanding of Araling Panlipunan instruction across generations.
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Jose, Analyn, and Maedel Joy Escote. "Technology-Based Instruction and Motivated Learning Strategies as Predictor of Student Engagement in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 24, no. 4 (2024): 461–79. https://doi.org/10.5281/zenodo.13377421.
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The primary purpose of this study is to investigate the significance of the combined influence of Technology-Based Instruction and Motivated Learning Strategies on student engagement in <em>Araling Panlipunan.</em> A survey was conducted to a sample of 124 Grade 6 students from selected elementary schools in the municipality of Mawab, Davao de Oro. A quantitative descriptive correlation method was used in the study. The results of the study indicated that integrating technology-based instruction with motivated learning strategies positively influenced student engagement by enhancing interactive learning experiences and fostering intrinsic motivation. From the results of the study, it was recommended that school should provide teachers the resources and training they need to use technology and motivate students successfully and teachers should embrace technology and student motivation as significant tools for teaching. Furthermore, continued integration of these approaches in <em>Araling Panlipunan</em> could sustain and enhance student engagement.
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Abao, Jay Marie G., Wilma R. Taganas, and Jovit D. Comon. "Factors Affecting Academic Performance in Araling Panlipunan among Junior High School Learners of Gingoog City." European Modern Studies Journal 8, no. 4 (2024): 1–25. http://dx.doi.org/10.59573/emsj.8(4).2024.1.
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This study examined factors influencing academic performance in Araling Panlipunan, considering both Learners-Related (study habits, learning attitude, subject interest, and environment) and Teacher-Related (commitment and subject knowledge) factors. It focused on students' academic performance during the 2nd and 3rd Quarters of SY 2022-2023 and assessed the correlation between these factors and academic achievement. The research employed a descriptive-correlational design and involved 204 Grade 7 to Grade 10 students from Alfonso Ang Militante Integrated School and BACKKISMI National High School South 2 District Division of Gingoog City. Sample size determination followed Slovin's formula with a 0.05 margin of error, and participants were selected proportionally by grade level. Descriptive statistics, mean, standard deviation, and Pearson Product Moment Correlation were used for analysis. Findings indicated that students perceived themselves as having strong study habits, positive attitudes toward learning, and a keen interest in the subject. The students also perceived their teachers as highly committed and knowledgeable in Araling Panlipunan. Moreover, students achieved satisfactory grades during the 2nd and 3rd quarters of SY 2022-2023. Notably, a strong positive correlation was found between student-related factors and academic performance in Araling Panlipunan, while a moderate positive correlation existed between teacher-related factors and academic performance in the subject. The study recommends that students enhance their learning strategies, including active engagement and technology utilization, while teachers should create more engaging learning environments using available technology to benefit students and foster communication with parents.
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Salacup-Policay, Aiza, and Judith R. Garcia. "DEVELOPMENT AND VALIDATION OF A SELF-LEARNING MODULE IN ARALING PANLIPUNAN 9." Ignatian International Journal for Multidisciplinary Research 2, no. 8 (2024): 380–412. https://doi.org/10.5281/zenodo.13285003.
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The study aims to develop and evaluate a self-learning module for <em>Araling Panlipunan 9</em> to address persistent challenges in teaching Economics and improve the low National Achievement Test (NAT) scores in this subject. Employing descriptive research methods, the study utilizes examinations and surveys alongside Johnson’s Instructional Materials Development Approach as its primary framework. Participants included Grade 10 students from Manaring Integrated School and expert Social Studies teachers from the Schools Division of the City of Ilagan. The findings indicate that: (1) the designed and validated self-learning module effectively enhances students’ learning experiences in <em>Araling Panlipunan 9</em>; (2) the modules are well-designed, aligned with curriculum objectives, and suitable for the student's educational needs; (3) the modules are validated as reliable and appropriate for the learners’ assessed levels, needs, and abilities; (4) students can use the modules easily due to their comprehensible design; and (5) incorporating the self-learning module is an effective method to supplement traditional teaching approaches in <em>Araling Panlipunan</em>. Therefore, the developed self-learning module is recommended for classroom use in teaching Economics and as a model for creating comprehensive modules for the remaining quarters of the school year.
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Lomabao, Nasrodin, and Vilma Arazo. "Teachers' Practices on the Art of Questioning and Learners' Performance: A Basis for Action Plan." Psychology and Education: A Multidisciplinary Journal 26, no. 5 (2024): 529–41. https://doi.org/10.5281/zenodo.13928904.
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This study investigated the effects of teachers' utilization on the art of questioning on learners' academic performance in Araling Panlipunan at Baloi East District, Sigayan, Baloi, Lanao del Norte, during the academic year 2023-2024. The research used a descriptive-correlational research design to explore teachers' questioning techniques and their potential correlation with student performance, without manipulating variables. A sample of 100 teachers from Baloi East District Schools under the Division of Lanao del Norte participated in the study. The findings revealed commendable proficiency among teachers in deploying effective questioning techniques, contributing to a dynamic and engaging learning environment. Teachers demonstrated adeptness in stimulating discussions, maintaining focused dialogues, and posing open-ended questions, fostering critical thinking among students. Furthermore, students exhibited generally positive academic performance in Araling Panlipunan, with a significant proportion achieving very satisfactory and outstanding grades. However, regression analyses indicated that teachers' questioning practices and demographic factors such as age, education level, years of service, and position did not significantly influence academic performance or challenges in assessment implementation. Recommendations stemming from the study included incorporating holistic professional development opportunities for teachers, creating a supportive environment for ongoing learning, encouraging diverse instructional strategies, and promoting active student engagement.
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Lozano, Melody Ghazel, and Lutchie Ducot. "Level of Effectiveness of Blended Learning During the Pandemic and Learners' Academic Achievement in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 32, no. 9 (2025): 1065–74. https://doi.org/10.5281/zenodo.14946493.
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This study was conducted to find the level of effectiveness of blended learning during pandemic and learner's academic achievement in Araling Panlipunan at Cabanglasan II District, Division of Bukidnon SY 2022-2023. This study followed the descriptive-correlational research design. It was conducted in Cabanglasan II District, Division of Bukidnon school year 2022-2023. The respondents of the study were all the public-school teachers of the said locale. These are the findings of the study: There was yet a moderate extent of implementation of blended learning during pandemic in terms of Enrollment, Attendance, Participation, and Assessment of Learning in Cabanglasan II District. Blended Learning was generally a highly effective blended learning modality during pandemic in terms of Time Management, Comprehension, Independent Learning, Mastery of Competences, and Family Involvement. The learners are quite survivors. They are resilient in the hard test of times and still got high grades despite the changes brought by Blended Learning. The level of implementation of blended learning during pandemic in terms of Participation and Assessment of Learning can affect the academic achievement of the learners in Araling Panlipunan. Comprehension can fairly make a significant relationship to the learners’ academic achievement in Araling Panlipunan. This study offers the following recommendations: The school heads must intensify their campaign for more support to Blended Learning so that moderate extent of implementation of blended learning during pandemic in terms of Enrollment, Attendance, Participation, and Assessment of Learning can be improved. Teachers must perform their roles and functions so that the high effectiveness of blended learning modality during pandemic can be sustained for the welfare of the learners. The learners must continue to uphold their study habits so that they can maintain their grades at its best. The parents must do their share in supporting their children as Participation and Assessment of Learning can affect the academic achievement of their children in Araling Panlipunan. The teachers must introduce more initiatives to hone and develop the comprehension skills of the learners through giving more interactive and interesting reading activities, games, groupings, and home readings.
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Boyles, Elizabeth, and Angelina Cacharo. "Problems Met by Teachers in Implementing the Modular Distance Learning and Learners’ Academic Achievement in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 34, no. 10 (2025): 1194–201. https://doi.org/10.70838/pemj.341003.
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This research explored the relationship between the problems encountered by teachers in implementing Modular Distance Learning (MDL) and learners’ academic achievement in Araling Panlipunan in Quezon III District, Division of Bukidnon, SY 2020–2021. The findings revealed a high extent of problems faced by teachers in module distribution, retrieval, and learner assessment and follow-up. Despite these challenges, teachers demonstrated a high level of coping mechanisms, particularly through resource management, curriculum support, and technical assistance from school heads. Most learners achieved very satisfactory academic performance in Araling Panlipunan. Statistical analysis showed no significant relationship between the identified problems (module reproduction, distribution, retrieval, and assessment) and learners’ academic achievement.The study recommends that school heads provide proper technical assistance and immediate support to help teachers address challenges in MDL implementation. Parents should continue to serve as curriculum supporters, contributing to the successful resolution of these challenges. Teachers are encouraged to maintain and enhance their coping mechanisms, which have proven effective in mitigating stress and ensuring smooth MDL implementation. Although no significant relationship was found between the problems faced and learners’ academic performance, these strategies remain crucial in supporting teachers’ well-being and overall efficiency in MDL delivery.
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Molde, Ermelta, and Lutchie Ducot. "Teacher's Classroom Management Practices and Learners' Academic Achievement in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 33, no. 4 (2025): 419–29. https://doi.org/10.70838/pemj.330401.
Full textAbstract:
This study aimed to ascertain the relationship of the teacher’s classroom management practices and learners’ academic achievement in Araling Panlipunan in San Fernando 1 District, Division of Bukidnon, for the school-year 2022-2023. This study used the descriptive-correlational method of research. This study was conducted within the public elementary schools of the aforementioned district. The subject-respondents of this study were all the public elementary school teachers in intermediate grade levels in the said schools. The research instrument used in data gathering was a researcher-made questionnaire. In answering the problems posed, the researcher utilized the following descriptive statistics: frequency count and percentage, weighted mean and standard deviation, and Pearson Product Moment Correlation Coefficient or Pearson r. The following conclusions are drawn from the findings of the study. Majority of the respondents were young, new in the service and were not yet graduates on a Master’s Degree. They were not yet promoted. The extent of classroom management practices used by the teachers San Fernando I District is of Very High Extent. The learners in San Fernando I District had very satisfactory academic achievement since the teachers’ classroom management practices have helped in the good grades of the pupils.There is a significant relationship between the teacher’s classroom management practices and the learners’ academic achievement in Araling Panlipunan. The teachers in San Fernando I District should finish their master’s degree so that they will have an edge during promotion. The classroom management practices used by the teachers San Fernando I District that is generally Very High Extent should be sustained and strengthened. The parents must continue to do their share in supporting their children at school to sustain and increase even more the learners’ in very satisfactory academic achievement. The school heads must include in their monitoring about the implementation of effective classroom practices by the teachers for it was proven to be of significant relationship with the learners’ academic achievement in Araling Panlipunan.
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Rapal, Renelyn, and Lutchie Ducot. "Effectiveness of the Implementation of Modular Distance Learning and Learners Achievement in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 34, no. 10 (2025): 1183–93. https://doi.org/10.70838/pemj.341002.
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This study examined the relationship between the effectiveness of modular distance learning (MDL) implementation and learners’ academic achievement in Araling Panlipunan in Quezon II District, Division of Bukidnon, during the school year 2020–2021. A descriptive-correlational research design was employed, involving public-school teachers as respondents. The researcher-developed instrument achieved a reliability score of 0.751 using Cronbach’s Alpha. Findings revealed that most respondents were middle-aged, female, Grade 1 teachers, baccalaureate degree holders with master’s units, and had attended 1–2 webinars on using modules in teaching. Teachers in Quezon II District were found to be moderately effective in implementing MDL, while pupils achieved satisfactory performance in Araling Panlipunan. No significant differences in implementation effectiveness were observed across teachers’ demographic profiles. However, a significant relationship existed between the level of MDL implementation and pupils’ academic achievement, particularly in the areas of Learning Environment and Community-Industry Relevance Partnership. Recommendations include encouraging teachers to pursue graduate studies for professional growth and recognizing teachers and parents to sustain effective MDL implementation. Parents are urged to support their children through home tutorials, and the Department of Education is advised to conduct webinars focusing on Learning Environment and Community-Industry Relevance Partnerships.
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Ventura1, Grace, and Joselito Gutierrez. "Strategies in Contextualizing Araling Panlipunan Curriculum in Junior High School." E-DAWA: An International Multidisciplinary Research Journal 4, no. 2 (2024): 96–109. https://doi.org/10.56901/aanr3483.
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This study explored how teachers contextualize the Araling Panlipunan curriculum in Junior High School. A developmental approach was adopted as the research design with data collected through focus groups and semi-structured interviews. The findings show that teachers shared the curriculum through community participation, communication, and collaboration with colleagues and stakeholders to connect Indigenous Knowledge Systems and Practices (IKSPs) with teacher education, as well as creating models, research, and using existing education in terms of existing programs in the community to achieve contextualization. Based on the findings, teachers were advised to review their curriculum and integrate the content into learning skills. Schools should establish school education groups to guide teachers in using the content and developing learning resources.
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Maria, Cristina O. Derraco, and T. Derraco Nickson. "Relations of Learners' Attitude and Academic Performance in Online Distance Learning In Araling Panlipunan." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 05, no. 06 (2022): 1308–13. https://doi.org/10.5281/zenodo.6622655.
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Online learning is not a new trend in education, some of the universities and colleges have been using it. Online distance learning is one of the three learning modalities that Pulo National High School implemented this SY 2020-2021. It is a big challenge for the teachers and school administration to venture into this platform since they are used in the traditional face to face mode of instruction. Araling Panlipunan is the subject that learners either love or hate. Among the attitude problems that the teachers encountered in teaching the subject is the interest and engagement. Will the attitude and academic performance of the learners towards Araling Panlipunan changes as the mode of teaching changes? The research uses descriptive methods as means for gathering data and information and interpreting the learners’ attitude and academic performance in online learning modality. Correlational method is used to find out if there is a significant relationship between the learners’ attitude and academic performance in the subject Araling Panlipunan in the online learning modality. The findings reveal that mean scores obtain from the learners’ self-assessment attitude is 4.19 which interpreted as positive attitude. Academic achievement of the learners in the fourth grading period is at 90.47 and as classified as Advanced in the levels of proficiency. With regards to the relations of attitude and academic performance, shows that there is a negligible, positive correlation between attitude and academic performance, which is not statistically significant (r = 0.043, N =169, p < 0.05). Positive attitude does not guarantee high academic performance. Since there is a minimal relation and is not statistically significant between the attitude and academic performance.
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Navarro, Judy Mae, and Mary Hope Ayson. "Capability and Confidence of Private School Teachers in Integrating Comprehensive Sexuality Education: Basis for Training Plan." Psychology and Education: A Multidisciplinary Journal 33, no. 6 (2025): 712–21. https://doi.org/10.70838/pemj.330609.
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The study aimed to determine the capability and confidence of private school teachers in integrating Comprehensive Sexuality Education on identified learning areas utilized a standardized questionnaire based on Learning New, Learning Now, Learning Next: Orientation of Teachers on the Awareness on Comprehensive Sexuality Education (CSE) was administered to 57 teachers from 6 private schools in the District of Hinigaran. Results revealed that most of the respondents are females, 30 years old and below, with bachelor’s degree and with 10 years and below length of service and most are teaching science while only 2 respondents are teaching personality development subjects. As a whole the level of capability of teachers in integrating Comprehensive Sexuality Education is very high while in terms of learning areas handled, MAPEH, Science and Personal Development obtained very high while Araling Panlipunan and Edukasyon sa Pagpapakatao obtained high level. As a whole the level of confidence of teachers in integrating Comprehensive Sexuality Education is very high while in terms of learning areas handled, MAPEH, Science and Personal Development obtained very high while Araling Panlipunan and Edukasyon sa Pagpapakatao obtained high level. There is a significant relationship between the level of capability of teachers in integrating Comprehensive Sexuality Education and the learning area handled. There is no significant relationship between the level of confidence of teachers in integrating Comprehensive Sexuality Education and the learning area handled. There is a significant relationship between the level of capability of teachers and their level of confidence in integrating Comprehensive Sexuality Education.
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Ephraim D, Clemen John, and Bernal Hernando Jr. L. "Knowledge, Attitude, and Practices of Araling Panlipunan Teachers Towards Reflective Approach: An Input for Learning Action Cell." Randwick International of Education and Linguistics Science Journal 6, no. 1 (2025): 86–98. https://doi.org/10.47175/rielsj.v6i1.1123.
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As online, blended, and face-to-face instruction modalities are getting more popular, reflective approaches to instruction could improve learning outcomes in the Philippines. This shift demands that educational approaches be critically reevaluated. Enhancing the quality of instruction in the Araling Panlipunan subject requires an understanding of teachers' reflective approach-related knowledge, attitudes, and practices (KAP). Offering insights into current use in the Philippine educational setting, this study examines the KAP of Araling Panlipunan teachers toward reflective teaching. Using a sequential mixed-methods research design, the study first collected quantitative data via questionnaires, then collected qualitative data from 50 teacher respondents through semi-structured interviews. The results show a "Very High" degree of knowledge and a positive attitude toward reflective approaches, especially in debates and essays. The curriculum's focus on material, however, limits opportunities for critical thinking, making it difficult for students to use these methods effectively. The suggested Learning Action Cell (LAC) programs seek to improve teacher skills through collaborative problem-solving, sharing of knowledge, and training to address these challenges. According to the study, professional development and resource allocation can greatly enhance teaching quality by incorporating workshops focused on reflective teaching and encouraging peer support, which would ultimately promote student learning and teacher development.
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Savilla, Rizel, and Ariel Asparin. "Effectiveness of Modular Approach to Teaching and Learners' Academic Achievement in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 32, no. 8 (2025): 946–53. https://doi.org/10.5281/zenodo.14941998.
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This study was crafted and launched to find the relationship between the effectiveness of modular approach to teaching and learners’ academic achievement in Araling Panlipunan at Sumilao District, SY 2020-2021. The descriptivecorrelational research design was used. It was conducted in the elementary schools of Sumilao District, Division of Bukidnon, school year 2020-2021. This study requested the teachers of the small, medium, and big schools of Sumilao District, Division of Bukidnon to be the respondents. The researcher adopted the instrument of Vergara (2017). The researcher made a slight modification to fit the instrument to the present study. The following statistical tools were used in this study: percentage and frequency, mean and standard deviation, percentage and frequency count, and Pearson r Product-Moment Correlation Coefficient or Pearson. This study found out that most of the parents/learners had positive responses to the modules. Few had negative responses and neutral responses. The modular approach to teaching in terms of content, language, presentation, assessment were perceived by the teachers as highly effective in all its indicators. Majority of the learners had very satisfactory academic achievement in Araling Panlipunan. The variables contents, language, presentation and assessment had a positive significant relationship with the learners’ academic achievement in Araling Panlipunan. There was a significant relationship between the responses of parents/learners to the modules and the learners’ academic achievement. This study offers the following recommendations: the teachers and school heads may entertain the parents and learners positively whenever they come to school to get or to return modules. The teachers may continue to follow the MELC or Most Essential Learning Competency in printing the modules and providing the activity sheets. The parents may continue to guide their children so that their high grades or very satisfactory grades can be sustained. The Department of Education may continue to produce modules that have contents, language, presentation, and assessment which are significantly related for the attainment of good grades of the learners. The parents/learners may maintain their positive responses that they have for the modules as it has a significant relationship to the academic achievement of the learners.
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Navarro, Judy Mae, and Mary Hope Ayson. "Capability and Confidence of Private School Teachers in Integrating Comprehensive Sexuality Education: Basis for Training Plan." Psychology and Education: A Multidisciplinary Journal V33, no. 6 (2025): 712–21. https://doi.org/10.70838/pemj.330609.
Full textAbstract:
The study aimed to determine the capability and confidence of private school teachers in integrating Comprehensive Sexuality Education on identified learning areas utilized a standardized questionnaire based on Learning New, Learning Now, Learning Next: Orientation of Teachers on the Awareness on Comprehensive Sexuality Education (CSE) was administered to 57 teachers from 6 private schools in the District of Hinigaran. Results revealed that most of the respondents are females, 30 years old and below, with bachelor’s degree and with 10 years and below length of service and most are teaching science while only 2 respondents are teaching personality development subjects. As a whole the level of capability of teachers in integrating Comprehensive Sexuality Education is very high while in terms of learning areas handled, MAPEH, Science and Personal Development obtained very high while Araling Panlipunan and Edukasyon sa Pagpapakatao obtained high level. As a whole the level of confidence of teachers in integrating Comprehensive Sexuality Education is very high while in terms of learning areas handled, MAPEH, Science and Personal Development obtained very high while Araling Panlipunan and Edukasyon sa Pagpapakatao obtained high level. There is a significant relationship between the level of capability of teachers in integrating Comprehensive Sexuality Education and the learning area handled. There is no significant relationship between the level of confidence of teachers in integrating Comprehensive Sexuality Education and the learning area handled. There is a significant relationship between the level of capability of teachers and their level of confidence in integrating Comprehensive Sexuality Education.
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Miran, Mary Jean, and Cris John Bryan Dela Cruz. "Digital Competence and Instructional Practices of Araling Panlipunan Teachers in Tantangan District: Input for Program Development." Psychology and Education: A Multidisciplinary Journal 38, no. 7 (2025): 701–29. https://doi.org/10.70838/pemj.380702.
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Integrating technology into education is essential in today’s digital world. This study examines the digital competence and instructional practices of Araling Panlipunan teachers in the Tantangan District to inform program development. Using a descriptive and correlational research design, the study compares digital competence with instructional practices. The total sample consisted of seventy-nine elementary school teachers, sixteen school heads, and sixteen school ICT coordinators. Statistical tools such as mean, standard deviation, Pearson-r, and regression analysis were used to analyze the data. Findings indicate that teachers generally possess high digital proficiency but face challenges in creating original content and customizing instructional materials. Regression analysis showed that length of service had a significant negative relationship with digital competence, suggesting that teachers with longer service years tend to have lower digital skills. However, factors such as age, gender, and educational attainment did not significantly impact digital competence, implying that digital literacy training is accessible to all teachers regardless of background. A strong positive correlation was found between digital competence and instructional practices, meaning teachers with higher digital skills implement more effective teaching strategies. This underscores the importance of professional development programs to enhance digital literacy and pedagogical skills. To support teachers, capacity-building initiatives should be prioritized to improve instructional strategies, student engagement, and learning outcomes. Schools and policymakers must implement structured digital literacy programs to equip teachers with the necessary skills for 21st-century education. Strengthening digital competence will ultimately enhance the quality of teaching and learning in Araling Panlipunan and other subjects.
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Obod, Kenjie, and Lutchie Ducot. "Assessing Modular Distance Learning in Araling Panlipunan: Implementation Extent, Challenges, and Academic Outcomes in Talakag District III." Psychology and Education: A Multidisciplinary Journal 34, no. 10 (2025): 1175–82. https://doi.org/10.70838/pemj.341001.
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This study aimed to explore the relationship between the extent of Modular Distance Learning (MDL) implementation, challenges encountered during its process, and learners' academic achievement in Araling Panlipunan at Talakag District III during SY 2020–2021. The research employed a descriptive-correlational design and utilized a validated questionnaire developed by Prof. Nuri Gomleksiz to gather data from teachers across 12 schools in the district. The results showed that MDL was implemented to a moderate extent across module content, utilization, teacher facilitation roles, but only to a low extent regarding transferable skills. Teachers generally held positive views about MDL's effectiveness despite encountering moderate challenges such as insufficient time for learners to ask questions and difficulties with module content clarity. Notably, most learners demonstrated outstanding academic performance in Araling Panlipunan without any significant correlation between MDL implementation extent and academic achievement. The findings suggest that while MDL is perceived as effective by teachers and can lead to strong academic outcomes for learners, there are areas needing improvement—particularly enhancing teacher support systems alongside parental involvement to optimize future implementations. Recommendations include sustaining current levels of MDL while addressing technical challenges faced by educators through strengthened technical assistance from school heads. Overall, this study highlights the potential benefits of modular learning when supported adequately but also underscores the need for continuous refinement based on feedback from both educators and learners.
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Hernandez, Luisita C., and Andro M. Bautista. "Group Dynamics Strategy in Teaching Araling Panlipunan in Calaca District." Instabright International Journal of Multidisciplinary Research 4, no. 1 (2022): 125–39. http://dx.doi.org/10.52877/instabright.04.01.0112.
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The main objective of this study was to determine the extent of utilizing group dynamics as an effective strategy in teaching Araling Panlipunan. The respondents of the study were the entire three hundred twenty (320) teachers of the above-mentioned district. The data gathering instrument used in this study was the questionnaire which was composed of assessment checklist. The data gathered were tabulated, analyzed and interpreted using Frequency Counts and Percentage, Weighted Mean, Standard Deviation and coefficient of correlation. The results of the study were as follows: the respondents utilized the group dynamics as an effective strategy in teaching ‘to a great extent’ in terms of concept mapping, group discussion, dramatization, problem-solving, peer-tutoring, role playing/assimilation group reporting, project making, tableau interpretation and topic analysis. They were also assessed ‘to a Great Extent’ that includes the attitudes of the pupils affected by the group dynamics strategies in terms of cognitive, affective, behavioral and social. The challenges met by the teachers was done by using group dynamics as strategy in teaching Araling Panlipunan were also assessed “to a great extent’. There was significant relationship between group dynamic strategies employed and the extent of pupils attitude. There was also significant relationship between group dynamics strategies employed and the challenges experienced on it. There is a significant relationship between the extent of the pupils attitude and the challenges experienced on it.
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Paquinol, Jomer T., Wilma R. Taganas, and Jovit D. Comon. "Digital Competence among Araling Panlipunan Teachers in the Division of El Salvador City." European Modern Studies Journal 8, no. 4 (2024): 167–98. http://dx.doi.org/10.59573/emsj.8(4).2024.10.
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Araling Panlipunan teachers' digital competence theorizes that transformative teaching practices and ongoing professional growth as the driving force behind enables educators to flourish in the digital era. This study aimed to determine the level of teachers' digital competence in teaching and professional development. Specifically, it accomplished three primary objectives on characterizing the respondents; examining teachers' digital competence in terms of teaching and professional development; and determining correlations between the respondents' profiles and their digital competence. The study involved one hundred sixty-four (164) Araling Panlipunan teachers, using a universal sampling method. A correlational-descriptive research design was employed, utilizing a patterned and modified questionnaire. Statistical tools such as means, frequency, standard deviation, and Pearson-r were employed to analyze the collected data, allowing for a comprehensive examination of the teachers' digital competence in teaching and professional development. Findings showed that majority of the respondents are handling Grade 1-3 with units in Master’s degree and have a teaching experience of 10 years or more. They have personal ownership of digital tools with daily internet and duration of ICT usage of 4-8 hours. The respondents have a high level of digital competence in teaching and professional development. There is a significant relationship between daily internet and duration of ICT usage and the respondents’ digital competence. It is important for teachers to be good at using digital tools. Teachers who actively engage in collaborative learning experiences using digital platforms and tools are more likely to enhance their digital competence and improve their teaching practices. It is recommended that teachers who have accrued credits in Master’s degree continue their pursuit of completing the program. Additionally, it is imperative for teachers to employ plagiarism detection software to thoroughly examine students’ work for any signs of plagiarism.
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Bunda, Rostine Jean. "Challenges and Coping Strategies of Out-of-Field Araling Panlipunan Teachers: Basis for Continuing Professional Development Course." American Journal of Interdisciplinary Research and Innovation 4, no. 2 (2025): 72–84. https://doi.org/10.54536/ajiri.v4i2.4931.
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The outdated background of the teachers handling Araling Panlipunan poses problems that internalize and aggravate learning outcomes and the education system. Subject mastery, effective teaching and student interest are some areas lacking for most unqualified teachers. The purpose of this study was to determine how out-of-field Araling Panlipunan teachers out of these difficulties and what strategies they used to cope. A qualitative phenomenological approach was chosen and data were collected from ten teachers who were teaching outside their specialization from secondary schools in Lutayan District 1 and 2 in the Division of Sultan Kudarat. Through insufficient content knowledge subject mastery, a lack of sufficient appropriate pedagogy, professional conflict and role construction curriculum interface and resource insufficiency were all gaps thoroughly analyzed. These gaps were addressed through self-directed learning,instructional research,team work and practice teaching, which resilience accompanied with technology helps. With all barriers facing educators, they personally saw value in transforming their teaching practices resulting in them becoming more devoted to teaching, fostering strong emotional relationships with students, and broadening the scope of education towards facilitating learners from all backgrounds. Based on the findings, an Enhanced Pedagogical Approach Professional Development Course was designed to provide comprehensive support for out-of-field teachers. Teachers employed self-directed learning, research, collaboration, adaptive instruction, resilience, and technological integration to address these difficulties. Despite these challenges, teachers gained valuable professional insights, including personal transformation, continuous learning, enhanced student connections, and a stronger commitment to inclusive and accessible education. Based on these findings, a Professional Development Course was designed to equip out-of-field teachers with enhanced pedagogical approaches, curriculum adaptation strategies, and role adjustment techniques to improve instructional effectiveness. This study underscores the importance of structured training, institutional support, and capacity-building programs in addressing the needs of out-of-field teachers and ensuring quality education.
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Andal, Rose Ann E., and Jherwin P. Hermosa. "Learning Style of Grade Eight Students: Basis on Enhancing Historical Thinking Skills Using Contextualized Learning Activities in Araling Panlipunan." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 5 (2023): 1638–49. http://dx.doi.org/10.11594/ijmaber.04.05.25.
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This study aimed to craft contextualized learning activities based on student learning style with the evaluation of its effectiveness and the relationship with the perceived effectiveness of material to student historical thinking skills. This employed the descriptive correlational design of quantitative method as participated by 53 Grade Eight (8) respondents in San Isidro National High School who were chosen using the purposive sampling procedures. The data were gathered using pretest questionnaires, survey questionnaires, evaluation questionnaires, and posttest questionnaires which are validated with the help of the experts. Data communications were established before data gathering procedures and were analyzed using mean, standard deviation, and Pearson R. Findings revealed that the students prefer the visual learning style in studying Araling Panlipunan MELCS 1-8, the LA is generally agreed to be effective as to content in terms of adequacy (OWM=3.45, agree); coherence (OWM=3.44, agree); appropriateness (OWM=3.40, agree); and usefulness (OWM=3.43, acceptable). There was no significant relationship between the perceived effectiveness of the material and student’s historical thinking skills. The study recommends that to improve the efficiency of teaching and learning, Araling Panlipunan teachers may develop further their historical thinking abilities. This will also improve students' acquisition of these abilities.
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Sususco, Annalou, and Ian Caliba. "Talking through Text: A Reading Comprehension Strategy in Araling Panlipunan 7." Psychology and Education: A Multidisciplinary Journal 35, no. 2 (2025): 114–23. https://doi.org/10.70838/pemj.350203.
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Reading comprehension is a critical skill that impacts academic achievement and lifelong learning, yet it remains a significant challenge for Grade 7 learners, particularly in the subject of Araling Panlipunan. This study aimed to evaluate the effectiveness of the talking-through-text approach as an innovative strategy to enhance reading comprehension. Specifically, it sought to compare the learning outcomes of learners exposed to the T.A.L.K process versus traditional teaching methods. The study involved 60 grade 7 learners from Abuno National High School during the 2024-2025 academic year. Utilizing a quasi-experimental design, the research divided participants into a control group (traditional approach) and an experimental group (Talking Through Text approach), each subjected to pretest and posttest assessments. Findings revealed a significant improvement in the experimental group’s posttest scores, with a mean difference of 8.03, compared to the control group’s modest mean difference of 3.50. The results demonstrated the Talking Through Text approach’s effectiveness in fostering comprehension and bridging learning gaps. The study concluded that talking through text is a highly effective teaching method for improving reading comprehension in Araling Panlipunan. It recommends its broader implementation and the provision of professional development for teachers to ensure successful adoption and scalability.
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Fernandez, Marypil Angelie, and Aida Selecios. "Performance Rating of Araling Panlipunan Teachers and their Teaching Styles Under the New Normal." Psychology and Education: A Multidisciplinary Journal 32, no. 2 (2025): 127–35. https://doi.org/10.5281/zenodo.14858745.
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This study examined the performance rating of Araling Panlipunan teachers in Quezon IV during the 2021–2022 school year, focusing on their teaching styles in the new normal. A total of 138 teachers from one central school, two integrated schools, and six elementary schools participated. The study used a descriptive–correlational method to analyze teachers’ profiles (age, gender, highest educational attainment, and length of service), teaching styles, and performance ratings based on the Individual Performance Commitment Result Form (IPCRF). Findings revealed that most respondents were female, middle-aged, and had some master’s degree units. They had significant teaching experience, with the reformed/student-centered teaching style being the most commonly practiced. Teachers received an average IPCRF rating of "Very Satisfactory." A significant difference was found between teaching styles and teachers’ profiles, leading to the rejection of the null hypothesis. The study recommends that school principals encourage teachers to pursue further studies and attend workshops to enhance professional and personal growth. Teachers should adapt their teaching styles to fit learners’ needs and blend various approaches, such as student-centered and teacher-guided methods. Aligning teaching styles with key result areas may help sustain high performance ratings. Additionally, collaboration with colleagues through learning action cells can promote best teaching practices and improve student learning outcomes.
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Guillera, Alice, and Aida Selecios. "Teachers’ Curriculum Support to Use Modules in Teaching During Pandemic Period and Learners’ Academic Performance in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 39, no. 8 (2025): 993–1003. https://doi.org/10.70838/pemj.390802.
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This study was conducted to evaluate the teachers’ curriculum support to use modules in teaching during pandemic period and its effects to the learners’ academic performance in Araling Panlipunan of the four schools of Lantapan East District in the Division of Bukidnon. The four schools are Valbueco ES, Bugcaon ES, Bantuanon ES and Balila ES Division of Bukidnon SY 2020-2021. This study used a researcher-made survey-questionnaire. The respondents of this study were delimited to the teachers of the 4 schools that compose Lantapan East District in the Division of Bukidnon. The statistical tools used in this research were the descriptive statistics, namely: frequency count, percentage, mean, standard deviation, t-test of significant difference, and Pearson r Product Moment Correlation Coefficient. The respondents of the study were generally middle-aged, graduates of Baccalaureate Degree with MA units, and have attended 1-2 seminars/webinars on using modules in teaching. There was a high extent of teachers’ curriculum support to use modules in teaching during pandemic period in terms of teachers as front liners, learning resources, learning environment, school leadership and management, and community industry relevance and partnership. Most of the pupils had an academic performance described as satisfactory. None of the variable had significant relationship with pupils’ academic performance. The teachers may comply with the requirements to be promoted. The school heads may conduct close monitoring and constant motivation so that the teachers’ high extent of support to the curriculum implemented this pandemic period can be sustained throughout the duration of new normal. Parents can help their children to stay focused and serious in their regard for learning. The Department of Education may demand for a very high extent of teachers’ curriculum support to use modules in teaching during pandemic period so that in one way or another, the academic performance of the pupils in Araling Panlipunan may be improved and that despite the swell of COVID, the future of the children was not sacrificed.
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Cabalquinto, Queenie Mae, and Leo Jade Matalubos. "Extent of Partnership Between Parents and Teachers During Pandemic and Learners’ Academic Achievement." Psychology and Education: A Multidisciplinary Journal 40, no. 4 (2025): 561–73. https://doi.org/10.70838/pemj.400408.
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This study was conducted to find the relationship between the extent of collaboration between parents and teachers during pandemic and learners’ academic achievement in District IX-Malaybalay City Division. This study used of the survey questionnaire which was adapted and modified by the researcher. The respondents of this study were delimited to the teachers of schools located in District IX-Malaybalay City Division. The data were treated with descriptive statistics such as frequency count, percentage, mean, standard deviation, t-test of significant difference, and Pearson r Product Moment Correlation Coefficient. This study found out that: Majority of the respondents were matured in terms of age, female, mostly Teacher I, were equally distributed to teach in all grade levels, and were in 6 – 10 years of service. In general, there was a Large Extent of collaboration between parents and teachers during pandemic in terms of School planning, PAP’s Implementation, MDL Implementation, Bayanihan sa Bayan ni Juan, and Decision making. Most of the learners had low grades or satisfactory academic achievement in Araling Panlipunan. The collaboration between parents and teachers during pandemic did not significantly differ when the respondents were grouped according to Age, Gender, Present Position, Grade Level Taught, and Length of Service. There was no significant relationship between the extent of collaboration between parents and teachers during pandemic and the academic achievement of the learners in Araling Panlipunan. The end-users are recommended with the following: The teachers are highly encouraged to upgrade themselves or be promoted by finishing their master’s degree and meeting all the standards for ranking and for Equivalent Record Form. The schools may sustain their culture of collaboration through the leadership of the community people and school personnel performing shared leadership for the welfare of the learners. The learners may be closely monitored by their parents and teachers so that they can understand their lessons more and increase their grades from satisfactory to outstanding grade level. The teachers, regardless of their rank, may perform at their best. The parents may continue to collaborate with the school staff in order to help their children learn more, achieve more, and be more.