Governance, Advocacy and Satisfaction on Social Services of Tacurong City: A Contextual Integration to the Social Studies Curriculum Content

Abstract

This study assessed the appropriateness of the contextualized integration of governance and advocacy within the Social Studies curriculum in Tacurong City, with a focus on evaluating client satisfaction across key dimensions: relevance to local governance, clarity and depth of concepts, and promotion of civic engagement and critical thinking. The findings indicated that respondents rated the contextualized curriculum as "Very Satisfactory" in all aspects, with the highest satisfaction observed in the clarity and depth of governance and advocacy concepts. Correlation analysis revealed a strong positive relationship between the perceived appropriateness of curriculum integration and client satisfaction (r = 0.712, p = 0.000). This suggests that increased alignment with local governance realities and clarity in curriculum content directly enhances client satisfaction. Socio-demographic profiles did not significantly affect satisfaction levels, highlighting the broad positive reception across diverse groups. The study concludes that the integration of governance and advocacy in the curriculum effectively enhances students' civic consciousness, critical thinking, and understanding of local governance practices, making a strong case for continued efforts in contextualizing the curriculum. Recommendations include sustaining and enhancing contextualization efforts, providing teacher training, involving community stakeholders in curriculum development, offering more hands-on civic engagement opportunities, institutionalizing regular curriculum reviews, and conducting further research on the long-term impact of the integration on student outcomes.