Harnessing Podcasts as Digital Learning Tools: Implications for Teaching Araling Panlipunan in the Intermediate Grades

Abstract

Teaching and learning methods have changed as a result of technology's incorporation into the classroom. Learner-centered and technology-enhanced approaches are encouraged for teachers in the Philippines by Republic Act No. 10533 and DepEd policies. This study investigates the use of podcasts as online resources for teaching intermediate students Araling Panlipunan. The research addresses the issue of declining student motivation and difficulty understanding abstract social studies concepts through traditional methods. It is based on studies by Hew (2019), Kay (2012), and Tolosa (n.d.), which highlight the potential of podcasts to increase engagement and comprehension.

In the academic year 2025–2026, this descriptive study was carried out at Niogan Elementary School in Lemery, Batangas. Thirty randomly chosen students in Grades 4–6 took part in Araling Panlipunan classes that included podcasts. Pre-tests, post-tests, and validated questionnaires were used to collect data. Learners' engagement, comprehension, and academic performance were examined using descriptive statistics like frequency, percentage, weighted mean, and t-test for dependent samples.

With mean scores ranging from 3.5 to 3.9, the results showed that podcast-based instruction was very successful. Students concurred that podcasts made lessons more relatable and pleasurable while also improving motivation, focus, and comprehension. The advantages were not outweighed by the limitations, which were rated as moderate concerns and included things like limited internet access and a lack of technical skills.

According to the study's findings, podcasts greatly enhance students' comprehension, engagement, and academic achievement in Araling Panlipunan. They encourage self-directed, participatory, and purposeful learning opportunities that are in line with 21st-century competencies. Teachers should be trained in podcast production, incorporate audio lessons with visuals, and incorporate podcasts into their lessons on a regular basis. In order to make podcast-based learning inclusive and sustainable in a variety of classroom settings, school administrators should guarantee that students have access to both digital and offline resources.