Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 40 no. 6 (2025)

Effectiveness of Teaching Strategies in Araling Panlipunan and Learners’ Outcomes

Winelyn Tictic | Lutchie Ducot

Discipline: Education

 

Abstract:

This study determined the level of effectiveness of teachers’ teaching strategies in Araling Panlipunan and learners’ outcomes in District II, Malaybalay City Division SY 2024-2025. Specifically, it determined the level of effectiveness of teachers’ teaching strategies in Araling Panlipunan in terms of Active Learning Techniques, Collaborative Teaching Practices, Inquiry-Based Learning, Multicultural Perspective, Student Engagement, Technology Integration, including the learning outcomes of the learners or the average grade of the learners in Araling Panlipunan under the Matatag Curriculum. The researcher utilized an adapted survey questionnaire from Chanchumni and Mangkhang to gather the data needed to answer the questions in this study. The respondents of this study were the Grade VII learners in District II, Malaybalay City Division. The data was interpreted using statistical tools such as mean, standard deviation, frequency count, percentage, and Pearson r Product Moment Correlation Coefficient. Findings determined that the effectiveness of teachers’ teaching strategies in Araling Panlipunan in terms of Active Learning Techniques was generally rated as Highly Effective; Collaborative Teaching Practices was generally rated as Highly Effective; InquiryBased Learning was generally rated as Highly Effective; Multicultural Perspective was rated as Highly Effective; Student Engagement was rated as Highly Effective; and Technology Integration was rated as Highly Effective. The majority of the learners fell within the 90–100 range (f = 57, 47.9%), which corresponds to an outstanding level. The overall correlation between teachers’ strategies and students’ learning outcome was found to be significant, indicating a meaningful relationship between the general effectiveness of teaching strategies and student learning outcomes. Multicultural Perspective approach exhibited a significant relationship, suggesting that incorporating diverse cultural perspectives positively impacts learners' comprehension and academic performance. This underscores the importance of inclusive, culturally responsive instructional approaches that foster a deeper understanding and appreciation of diverse perspectives. By embracing multiculturalism in the classroom, educators can create learning environments that empower students, challenge biases, and equip learners with the essential knowledge, skills, and mindsets needed for active and engaged citizenship in an increasingly interconnected world.



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