Choice-Based Learning: An Approach to Leverage Learners’ Performance in Araling Panlipunan

Abstract

This study examined the effectiveness of choice-based learning as an instructional approach to leverage learners' performance in Araling Panlipunan. It determined learners' performance before and after implementation and the significant differences in their pretest and posttest performance. A quasi-experimental design was used with two groups of Grade 9 learners at Western Abra National High School: 21 learners exposed to the Learning Menu strategy and 22 learners exposed to the Choice Board strategy. Data were gathered through pretests, posttests, and interviews. The assessments were validated by Araling Panlipunan specialists and pilot-tested with Grade 10 and non-participating Grade 9 learners. The manuscript reported reliability indices of 0.894 to 0.904 and validity indices of approximately 0.945 to 0.951. Before implementation, the Learning Menu and Choice Board groups obtained overall means of 74.13 and 72.65, both Did Not Meet Expectation. After implementation, their overall means increased to 85.10, Very Satisfactory, and 82.83, Satisfactory, respectively. Both strategies produced statistically significant pretest-posttest improvements at p < 0.01. The overall posttest difference between the Learning Menu and Choice Board groups was not statistically significant, t = 1.79, p = 0.082. The study concludes that Learning Menus and Choice Boards are effective instructional approaches for improving learners' performance in Araling Panlipunan, with no significant difference in their overall effectiveness.