Strategies In Teaching Social Studies Among Junior High School Learners In Congressional District 1, Division Of Batangas Province

Abstract

The study employs a descriptive research design to systematically present the current status of instructional strategies used by teachers and assess students’ perceptions of their usefulness. Correlational analysis is conducted to determine the strength and direction of the relationship between these variables, offering insights into how the frequency and nature of strategy use influence students’ perceived effectiveness.

The study employed a quantitative descriptive-correlational research design, involving 139 Social Studies teachers selected through stratified random sampling. Data were gathered using a researcher-developed questionnaire and analyzed using descriptive statistics, weighted mean, ranking, and Pearson’s r correlation coefficient. Results revealed that teachers highly utilized all four instructional strategies and perceived them as highly useful in promoting student engagement, critical thinking, and real-life application. A significant relationship was found between the extent of utilization and the degree of usefulness of instructional strategies. Major challenges identified included administrative workload, students’ difficulty in relating lessons to real-life situations, and handling sensitive or controversial topics.

Based on the findings, the study proposed active learning and technology-integrated instructional activities to improve student engagement and learning outcomes. The study concludes that diversified and student-centered instructional strategies, supported by institutional assistance and professional development, are essential in enhancing the effectiveness of Social Studies instruction.