Team-Based Learning as a Strategy in Understanding Culture, Society and Politics Among Grade 11 Students in Alangilan SHS, Batangas City

Abstract

This study aimed to determine the effectiveness of team-based learning in teaching Understanding Culture, Society, and Politics (UCSP) among Grade 11 HUMSS students at Alangilan Senior High School, particularly in improving motivation, learning engagement, and academic performance, as well as identifying challenges encountered during its implementation.

The study utilized a descriptive research design. Data were collected from Grade 11 HUMSS students using a teacher-made questionnaire administered through face-to-face distribution. Statistical tools such as frequency, percentage, rank, weighted mean, and composite mean were used to analyze and interpret the data.

This study revealed that using team-based learning activities as teaching strategy increased students’ level of understanding of concepts in Understanding Culture, Society and Politics particularly in motivation, learning engagement and assessment. The post-test results indicated a significant improvement in academic performance among students exposed to team-based learning activities. However, moderate challenges such as lack of preparation, time constraints, and language and cultural barriers were identified. Despite this, students showed adaptability and collaboration throughout the process.

Based on these results, the study proposed several team-based learning activities (role-play, debates, and concept analysis) to sustain engagement and deepen understanding of the concept in USCP. Overall, the study concludes that team-based learning is an effective instructional approach for teaching strategy, as it fosters active participation, critical thinking, and meaningful learning experiences