Mobile-Based Microlearning Platforms to Enhance Grade 5 Learners’ Comprehension in Araling Panlipunan

Abstract

Comprehension in social studies is essential for developing critically minded and well-informed citizens, as it enables learners to analyze events, evaluate perspectives, and connect past and present issues in Araling Panlipunan. However, learners often encounter challenges such as limited prior knowledge, unfamiliar terminology, and abstract concepts. Therefore, these difficulties highlight the need for innovative instructional strategies, such as mobile-based microlearning, to enhance learning effectiveness.

In this context, the study examined the effect of integrating mobile-based microlearning platforms on the comprehension of Grade 5 learners in Araling Panlipunan within an English-speaking classroom environment. Specifically, it assessed learners’ performance in terms of literal understanding, inferential interpretation, and evaluative reasoning. Moreover, it evaluated the effectiveness of text-based, video-based, audio-based, and gamified microlearning activities in improving comprehension, while also identifying the challenges encountered and proposing enhancement activities.

A descriptive research design was employed, utilizing a comprehension-based assessment and a survey questionnaire as the primary data-gathering instruments. The respondents consisted of 90 out of 116 Grade 5 learners, with the sample size determined using Raosoft. Furthermore, the statistical tools used included percentages, weighted mean, ranking, and paired sample t-tests.

Findings revealed that Grade Five learners showed gaps in literal understanding, inferential interpretation, and evaluative reasoning in the pre-test, indicating the need for structured instructional support. The integration of microlearning activities, such as text-based, video-based, audio-based, and gamified formats, provided meaningful opportunities to enhance these skills. Consequently, post-test results showed significant improvement across all comprehension domains, confirming the effectiveness of mobile-based microlearning. However, despite its benefits, technological issues posed challenges for learners, highlighting the need for user-friendly platforms, improved digital literacy, and access to high-quality instructional content for effective implementation.

The study concluded that mobile-based microlearning platforms significantly enhance learners’ comprehension in Araling Panlipunan and serve as an effective instructional strategy. With this, enhanced microlearning activities were proposed to further improve students’ engagement, understanding, and retention of lessons through accessible and interactive learning experiences.