Grade 10 Students’ Attainment of Competencies in Social Studies and AI-Based Teaching Strategies in Congressional 1, Batangas Province

Abstract

This study determined the relationship between Grade 10 students’ attainment of competencies in Social Studies and the utilization of AI-based teaching strategies in Congressional District 1, Batangas Province during the School Year 2025–2026. Specifically, the study assessed students’ attainment in terms of the importance of studying contemporary issues, environmental issues, economic issues, political issues, human rights issues, and gender-related issues. It also determined the extent of utilization of AI-based teaching strategies relative to instructional planning and material development, instructional delivery and student engagement, assessment and evaluation of learning, and remediation and personalized support.

The study employed the descriptive-correlational research design utilizing researcher-made questionnaires and interviews as the primary instruments in gathering data. The respondents of the study were Grade 10 Araling Panlipunan teachers from Congressional District 1, Batangas Province selected through stratified random sampling. Statistical tools such as weighted mean, ranking, and Pearson Product-Moment Correlation were utilized to analyze the gathered data.

The findings revealed that students generally attained a high level of competency in Social Studies while teachers utilized AI-based teaching strategies to a great extent. Significant relationships were found between selected AI-based teaching strategies and students’ competency attainment. Teachers likewise encountered challenges such as unstable internet connectivity, lack of technological resources, limited technical knowledge, and students’ overdependence on AI tools. Based on the findings, AI-enhanced learning activities were proposed to strengthen competency attainment among students.