Learner Engagement in Araling Panlipunan Through Interactive and Contextualized Teaching Strategies Among Grade IV Learners of Julian A. Pastor Memorial Elementary School

Abstract

Learner engagement in Araling Panlipunan remains a challenge, as many elementary learners struggle to apply, integrate, and relate concepts to real-life situations due to the continued use of traditional teaching approaches. This condition often results in limited participation and shallow understanding of lesson content. This study aimed to determine the effectiveness of interactive and contextualized teaching strategies in enhancing learner engagement in terms of application, integration, and relevance among Grade IV learners.

A mixed-method research design was employed involving 50 Grade IV learners purposively selected based on low engagement in Araling Panlipunan. Data were gathered using a researcher-made questionnaire administered before and after the intervention, as well as focus group discussions to obtain qualitative insights. Quantitative data were analyzed using weighted mean and composite mean, while qualitative data were examined through thematic analysis.

Results revealed that prior to the intervention, learners demonstrated moderate engagement in application (WM = 2.6), integration (WM = 2.5), and relevance (WM = 2.64). After the implementation of game-based, scenario-based, and project-based strategies, learner engagement significantly improved to highly engaged levels. Application increased to weighted means ranging from 3.7 to 3.8, indicating improved ability to explain concepts, provide real-life examples, and perform tasks independently. Integration improved as learners were able to connect prior and new lessons and utilize multiple sources of information, while relevance increased through active participation, meaningful questioning, and stronger connection of lessons to real-life and community experiences. However, challenges such as difficulty in deeper concept integration, limited resources, and varying levels of comprehension were identified.

The study concludes that interactive and contextualized teaching strategies significantly enhance learner engagement in Araling Panlipunan. Sustained implementation of these strategies, supported by appropriate teacher guidance, is recommended to promote meaningful and active learning.