Teaching-Learning Practices in Araling Panlipunan : An Education Perspective

Abstract

This study examined the teaching–learning practices in Araling Panlipunan at Dibacong Elementary School from an educational perspective. Employing a descriptive mixed-methods research design, the study investigated the instructional strategies, classroom practices, and assessment techniques used by teachers, as well as their influence on pupils’ engagement, understanding of social concepts, critical thinking, and values formation. Quantitative data were collected through survey questionnaires and classroom observation checklists administered to Araling Panlipunan teachers and selected pupils, while qualitative data were obtained through semi-structured interviews and focus group discussions. Descriptive statistics and thematic analysis were utilized to analyze the data. Findings revealed that teachers demonstrated a very high level of learner-centered and contextualized teaching practices, particularly in the use of discussions, inquiry-based activities, and local examples. Pupils exhibited very high levels of classroom participation and positive learning outcomes, especially in values formation and citizenship awareness. However, challenges such as varied learner abilities, limited instructional materials, and time constraints were identified. Despite these challenges, teachers employed adaptive strategies, including lesson modification and the use of improvised instructional materials, to sustain effective learning experiences. The study concludes that effective and contextualized pedagogical practices significantly enhance the quality of Araling Panlipunan instruction in elementary education. The findings provide a basis for instructional improvement, institutional support, and future research aimed at strengthening social studies teaching in public elementary schools.