EFFECTIVENESS OF TEACHING STRATEGIES IN ARALING

PANLIPUNAN AND LEARNERS’ OUTCOMES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 40
Issue 6
Pages: 733-748
Document ID: 2025PEMJ3887
DOI: 10.70838/pemj.400601
Manuscript Accepted: 05-13-2025
 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

Effectiveness of Teaching Strategies in Araling Panlipunan and Learners’ Outcomes

Winelyn P. Tictic,* Lutchie A. Ducot
For affiliations and correspondence, see the last page.
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; Inquiry-
Based 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.
Keywords: teaching strategies, araling panlipunan, learning outcomes, active learning techniques, collaborative
teaching practices, inquiry-based learning, multicultural perspective, student engagement, technology integration

Introduction
Effective teaching affects student learning and engagement. Well-designed solutions can improve critical thinking, social, political,
and economic understanding, and academic success. Problem-based Learning, Socratic questioning, and collaborative group work can
meet students' different learning requirements. In Araling Panlipunan, choosing and using effective teaching methods improves
students' knowledge, abilities, and academic achievement.
The social sciences of history, geography, political science, economics, sociology, and anthropology make up Araling Panlipunan. It
helps students appreciate the complexity and interconnectedness of human societies, cultures, and interactions. Students in social
studies classes can develop critical thinking, problem-solving, and decision-making skills needed for active and informed citizenship
by exploring these complex social issues. Social studies' multidisciplinary nature helps students to integrate information from many
fields, giving them a holistic view of domestic and global challenges and opportunities. Practical methods are needed to educate Araling
Panlipunan in the study.
According to Dutta et al. (2023), problem-based Learning in Araling Panlipunan classes improved students' critical thinking skills, as
shown by their ability to analyze complex social issues, evaluate multiple perspectives, and solve real-world problems. Students better
understood essential social, political, and economic ideas using this teaching method, improving academic performance.
Moreover, Nguyen (2023) also examined Socratic questioning in Araling Panlipunan classrooms. The researchers found that interactive
teaching improved students' critical examination and synthesis of complex social, political, and economic topics. The Socratic approach
helped students evaluate diverse perspectives, challenge assumptions, and acquire sophisticated understandings of human societies'
linked difficulties by asking critical questions and encouraging conversation. This teaching method helped students think critically,
justify their ideas, and understand social studies' complexity.
In addition, Yusof and Bagolong (2023) examined the benefits of collaborative group work in Araling Panlipunan courses. Students'
problem-solving, cooperation, and communication skills improved after these interactive learning experiences. Group projects and
discussions helped students critically analyze complicated societal issues, examine many perspectives, and solve real-world problems.
This collaborative learning approach helped students develop critical thinking and problem-solving abilities needed for social science
success and active citizenship.

Tictic & Ducot 733/748

 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

The Department of Education has developed innovative teaching methodologies to improve Araling Panlipunan student outcomes.
Solution-based Learning, Socratic questioning, and collaborative group work are examples. Students' ability to analyze complex social
issues, evaluate multiple perspectives, and solve real-world problems has improved since Araling Panlipunan classes implemented
problem-based Learning (Haryanto & Kusmiyati, 2022). Students better understand crucial social, political, and economic ideas using
this teaching method, improving academic performance.
Socratic questioning in Araling Panlipunan classes has also enabled students to critically evaluate diverse perspectives, challenge
assumptions, and acquire nuanced understandings of human societies' linked concerns. This participatory method has helped students
critically analyze and synthesize complex social, political, and economic issues (Lee et al., 2023). In Araling Panlipunan courses,
collaborative group work has improved students' problem-solving, cooperation, and communication skills. Group exercises and
discussions enhance learners' ability to comprehend complex social issues, consider many perspectives, and solve real-world challenges
(Bruce-Davis et al., 2017).
The studies above shed light on the efficacy of various teaching practices in Araling Panlipunan, but they do not address how these and
other methods affect students' academic success. Integrating effective teaching strategies into the Araling Panlipunan curriculum may
improve learners' knowledge, skills, and preparation for active citizenship. However, more research is needed to determine its long-
term effects. More research is needed on contextual elements, including teacher training, classroom climate, and resource availability,
that may affect the success of various teaching methods in diverse educational settings.
The researcher is motivated to study how Araling Panlipunan's teaching styles affect student learning. This study is important to assess
Araling Panlipunan instructors' teaching methodologies and student achievements in District II, Malaybalay City Division SY 2024-
2025.
Research Questions
This study was conducted to examine the level of effectiveness of teachers’ teaching strategies in Araling Panlipunan and learner’s
outcomes in District II, Malaybalay City Division SY 2024-2025.
Specifically, this study sought to answer the following questions:
1. What is 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, and,
Technology Integration?
2. What is the level of the learning outcomes of the learners in Araling Panlipunan?
3. Is there a significant relationship between the level of effectiveness of teachers’ teaching strategies in Araling Panlipunan
and the Learning Outcomes of the learners?
Methodology
Research Design
This study employed a descriptive-correlational research design to explore the effectiveness of teachers' teaching strategies in Araling
Panlipunan and their impact on learners' outcomes in District II, Malaybalay City Division, for the school year 2024-2025.
Data regarding the effectiveness of teachers' teaching strategies, specifically about Active Learning Techniques, Collaborative
Teaching Practices, Inquiry-Based Learning, a Multicultural Perspective, Student Engagement, and Technology Integration, was
gathered using an adapted questionnaire. The data was analyzed using statistical tools, including mean, standard deviation, frequency
count, percentage, and Pearson r Product Moment Correlation Coefficient.
Participants
The 2024-2025 academic year saw this research in District II of the Malaybalay City Division. Malaybalay, the capital of Bukidnon
province in the Philippines, is a first-class component city. According to the 2020 census, the city has 190,712 citizens. Malaybalay,
known as the "South Summer Capital of the Philippines," borders Impasugong to the north, Lantapan to the west, Valencia and San
Fernando to the south, and Cabanglasan and Agusan del Sur to the east.
In the late 19th century, Misamis Oriental created Malaybalay as a municipal district. Malaybalay became Bukidnon's capital in 1907
after the special province of Agusan—now separated into Agusan del Norte and Sur—was established. Republic Act 8490 made the
town a city on February 11, 1998, after it was established as a municipality on October 19, 1907. The annual Kaamulan Festival, held
in Malaybalay City from mid-February to March 10, is famous.
Limited records and competing narratives make Malaybalay's history difficult to grasp. These issues stem from Indigenous peoples'
oral history and Spanish registries' lack of regional records.
On March 26, 1996, the Sangguniang Bayan of Malaybalay passed Resolution No. 3699-96 to request city status from the House of
Representatives. Reginaldo Tilanduca, Bukidnon's 2nd District Representative, proposed House Bill 6275 to make Malaybalay a

Tictic & Ducot 734/748

 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

component city. Therefore, on March 22, 1998, President Fidel Ramos signed Republic Act No. 8490, making Malaybalay Bukidnon's
first component city.
Malaybalay has 46 barangays, each having puroks and some with sitios. These barangays are divided into five districts: Poblacion,
North Highway, South Highway, Basakan, and Upper Pulangi. This study will examine District II of Malaybalay City Division in
2024–2025.
The respondents of this study were 119 Grade VII learners in District II, Malaybalay City Division SY 2024-2025. They are junior
high school learners from diverse backgrounds, aged 12 to 13, including both males and females. These learners were chosen to be the
respondents as they were the pioneering students who had been taught with the Matatag Curriculum. Assent forms were given to the
respondents who were identified as minors.
Table 1 presents the distribution of respondents by school
Table 1. Distribution of Respondents by School
School Number of Learners Number of Respondents
Manalog Integrated School 28 28
Kibalabag Integrated School 30 30
Kilap-agan Integrated School 30 30
Can-ayan Integrated School 31 31
Total 119 119

Sampling Instrument
This research employed Complete Enumeration as its sampling procedure. Complete Enumeration, also known as a census, entails the
examination of the entire population under study rather than selecting a sample subset. In this context, the population comprises all
Grade VII learners within District II of the Malaybalay City Division. This methodology ensures that the entire demographic is
surveyed, eliminating potential sampling bias. The researcher has opted for Complete Enumeration due to its inherent capacity for
delivering high accuracy, as it yields precise and comprehensive data reflective of the whole population.
Research Instrument
The researcher utilized an adapted questionnaire from Chanchumni and Mangkhang (2021) as the instrument of this study. It has a
Cronbach's Alpha of .813, which means that it is reliable. It is a survey questionnaire composed of two parts.
Part I concerns the effectiveness of teachers' teaching strategies in Araling Panlipunan in terms of Active Learning Techniques,
Collaborative Teaching Practices, Inquiry-Based Learning, Multicultural Perspectives, Student Engagement, and Technology
Integration.
Part II is on the learning outcomes of the learners in Araling Panlipunan taken from the SF9.
Procedure
The present study was conducted by the established Standard Operating Procedures (SOP) at Valencia Colleges (Buk.) Incorporated.
The researcher commenced the process by securing an approval and endorsement letter from the Dean of the Graduate School. This
endorsement was subsequently be presented to the Schools Division Superintendent of Malaybalay City Division to obtain necessary
authorization. Following this consent, the researcher sought permission from the Public Schools District Supervisor of District II,
Malaybalay City. Upon securing the requisite approvals, the administrators of the selected schools were contacted to obtain their
consent to conduct the study within their facilities. Once all permissions were granted, the researcher proceeded to disseminate the
questionnaires to the designated respondents.
Results and Discussion
This section presents the findings and a detailed discussion of my study's results. The findings demonstrated in this section were taken
from the data gathered during the interview with the participants in their experiences in the implementation of the RISE program in
Tokawal Elementary School. The data were analyzed and interpreted using Colaizzi’s method, and major themes were identified.
Table 2. Level of effectiveness of teachers’ teaching strategies in Araling Panlipunan in terms of Active Learning
Techniques.
Indicator Mean SD Interpretation
In learning Araling Panlipunan, my teacher:
Utilizes Socratic questioning techniques to encourage critical examination of 4.34 0.655 Very Highly Effective
multiple perspectives.
Engages us in problem-based learning activities to analyze complex social issues. 3.97 0.688 Highly Effective
Incorporates hands-on, experiential learning opportunities to reinforce key 3.93 0.810 Highly Effective

Tictic & Ducot 735/748

 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

concepts.
Facilitates collaborative group work that fosters teamwork, communication, and 3.74 0.707 Highly Effective
problem-solving skills.
Encourages reflective practices that promote deeper understanding and 3.61 0.750 Highly Effective
application of social science principles.
Overall 3.92 0.434 Highly Effective
Scale Range Indicator Description
5 4.20-5.00 Very Highly Effective Observed 9-10 times out of ten situations
4 3.40-4.19 Highly Effective Observed 7-8 times out of ten situations
3 2.60-3.39 Moderately Effective Observed 5-6 times out of ten situations
2 1.80-2.59 Less Effective Observed 3-4 times out of ten situations
1 1.00-1.79 Not Effective Observed 0-2 times out of ten

Table 2 shows that Araling Panlipunan instructors' Active Learning Techniques were Highly Effective with a mean of 3.92 and a
standard deviation of 0.434. Teachers in Araling Panlipunan found that active learning strategies increased student involvement and
Learning. These methods got pupils to actively study, improving their comprehension and retention. Teachers created a more dynamic
and interactive classroom environment by engaging students in active learning practices, which enhanced student learning outcomes.
Looking at the table, Socratic questioning to stimulate critical thinking was the highest-ranked tactic with a mean of 4.34 and a standard
deviation of 0.655, rated Very Highly Effective. Teaching critical thinking and exploring multiple ideas through Socratic dialogue
shows that teachers may create an engaging and intellectually exciting learning environment for their pupils. Teachers show their
dedication to strengthening students' analytical abilities and creating a varied classroom culture by encouraging students to critically
evaluate numerous perspectives and engage in serious debates. This method improves students' course comprehension and teaches
them to think critically about complicated real-world challenges. Teachers' expertise of Socratic questioning helps students explore the
subject's nuances and complexity, encouraging them to become independent, discriminating learners.
The lowest-rated factor was encouraging reflective activities that deepen social science learning and application, with a mean of 3.62
and a standard deviation of 0.750. While still Highly Effective, this lower mean implies that student reflection and self-assessment may
improve Learning. More organized reflection practices may help students grasp and apply social science principles. Please encourage
students to regularly reflect on their Learning, assess their cognitive processes, and consider the practical consequences of subjects
they're studying to strengthen their knowledge and critical thinking. Teachers can encourage metacognitive Learning by using diary
entries, group discussions, and case study analyses. This can deepen and strengthen social science theories and their relevance. Creating
a classroom culture of reflection could improve Araling Panlipunan's student learning.
Other indicators such as problem-based learning activities to analyze complex social issues (mean 3.97, standard deviation 0.688),
hands-on, experiential learning (mean 3.93, standard deviation 0.810), and collaborative group work to develop teamwork,
communication, and problem-solving skills (mean 3.74, standard deviation 0.707) were also rated Highly Effective. Student
involvement and subject comprehension were greatly improved by these active learning tactics. Teachers created a dynamic learning
environment that promoted critical thinking, problem-solving, and teamwork by engaging students in interactive and collaborative
tasks.
The study confirms Ho et al. (2023) 's findings that Socratic questioning in history classrooms improved students' ability to analyze
complicated historical events from many perspectives. The researchers found that the Socratic method helped students question their
beliefs and examine other perspectives, improving their critical thinking. Socratic questioning also affected political science student
learning, according to Kusmaryani (2021). Socratic questioning students were more engaged, participated, and understood course
concepts than lecture-based students.
Vittorio et al. (2022) examined Socratic questioning in a sociology classroom, and this supports their idea. Students who received
Socratic-based training were better at critically analyzing social issues and making well-reasoned arguments. Bates et al. (2024) also
found that Socratic questioning in an economics course improved problem-solving by helping students identify underlying assumptions
and consider multiple approaches to complex economic scenarios.
Nguyen et al. (2021) also conducted a comprehensive experimental investigation on how think-pair-share and small-group discussions
affect student involvement and learning outcomes. These interactive learning tactics significantly improved student engagement and
course understanding, as shown by higher summative assessment scores. Yannier et al. (2020) observed that the flipped classroom
paradigm significantly improved student engagement and learning outcomes. This change allowed students to dig deeper into the course
material, apply concepts through hands-on exercises, and work with classmates to understand better and discuss the material.
Participatory learning strategies including collaborative conversations, flipped classrooms, gamification, and problem-based Learning
can improve student engagement and performance. These interactive methods let students take charge of their Learning, connect with
the topic, and develop critical thinking, problem-solving, and teamwork skills. Teachers may help students grasp the material and
prepare for the future by creating engaging learning environments that stimulate collaboration, inquiry, and practical application.

Tictic & Ducot 736/748

 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

Table 3. level of effectiveness of teachers’ teaching strategies in Araling Panlipunan in terms of Collaborative Teaching
Practices
Indicator Mean SD Interpretation
In learning Araling Panlipunan, my teacher:
Encourages students to work together on projects and presentations to enhance 4.27 0.548 Very Highly Effective
teamwork and communication skills.
Facilitates collaborative group discussions to promote knowledge sharing and 4.13 0.590 Highly Effective
collective problem-solving.
Fosters a classroom environment that values diverse perspectives and 3.92 0.766 Highly Effective
collaborative exploration of social issues.
Designs learning activities that require students to engage in peer-to-peer learning 3.63 0.649 Highly Effective
and provide feedback to one another.
Integrates opportunities for students to co-create learning materials and learning 3.61 0.704 Highly Effective
experiences with the teacher.
Overall 3.91 0.438 Highly Effective
Scale Range Indicator Description
5 4.20-5.00 Very Highly Effective Observed 9-10 times out of ten situations
4 3.40-4.19 Highly Effective Observed 7-8 times out of ten situations
3 2.60-3.39 Moderately Effective Observed 5-6 times out of ten situations
2 1.80-2.59 Less Effective Observed 3-4 times out of ten situations
1 1.00-1.79 Not Effective Observed 0-2 times out of ten

Table 3 demonstrates that Araling Panlipunan instructors' Collaborative Teaching Practices were Highly Effective with a mean of 3.91
and a standard deviation of 0.438. Collective lesson planning, co-teaching, and peer observation allowed teachers to share ideas, learn
from each other, and provide more tailored student support. As instructors collaborate to improve teaching tactics, they invest more in
student learning. Sharing excellent practices and learning from each other can help teachers enhance and deepen student learning.
Looking at the table, encouraging students to work together on projects and presentations to improve cooperation and communication
scored Very Highly Effective with a mean of 4.27 and a standard deviation of 0.548. Students learn from each other, gain important
social skills, and have a more interesting and enriching learning experience with this collaborative method. This method creates a
dynamic, interactive learning environment where students can interact with course material and peers. Students learn subject matter
and develop communication, teamwork, and problem-solving skills for academic and professional success.
Integration possibilities for students to co-create learning materials and experiences with the teacher was the lowest-rated indicator,
with a mean of 3.61 and a standard deviation of 0.704. Though still Highly Effective, this lower mean reflects fewer opportunities for
students to shape their learning experiences actively. This shows how teachers can collaborate to improve student learning by
developing and refining instructional tactics.
Facilitating collaborative group discussions to promote knowledge sharing and collective problem-solving with a mean of 4.13 and a
standard deviation of 0.590, fostering a classroom environment that values diverse perspectives and collaborative exploration of social
issues with a mean of 3.92 and a standard deviation of 0.766, and designing learning activities that require students to peer-peer learn
and provide feedback are other indicators. This suggests that collaborative teaching techniques improve student learning. This helps
students learn the subject matter and improve communication, teamwork, and problem-solving skills for academic and professional
success.
The findings support Grijpma et al. (2024), who found that collaborative teaching practices like joint lesson planning, co-teaching,
and peer observation allowed teachers to share ideas, learn from each other, and provide more personalized support to students, creating
a highly effective learning environment. The researchers also found that think-pair-share activities, small group discussions, the flipped
classroom model, gamification, and problem-based Learning significantly improved student engagement and learning outcomes. These
interactive and student-centered methods encouraged students to participate more in their education, dig deeper into course material,
and build critical thinking, problem-solving, and teamwork skills.
This supports Eden et al. (2024), who found that encouraging students to collaborate on projects and presentations improved
collaboration and communication skills and created a dynamic and participatory learning environment. This approach creates a more
collaborative and engaging learning environment where kids may actively learn and develop important social skills. Veramuthu and
Shah (2020) also explored the integration of student-teacher co-creation of learning materials and experiences, finding that while highly
beneficial, student participation in shaping Learning might be increased.
This also supports Donham et al. (2022), who found that facilitating collaborative group discussions promotes knowledge sharing,
collective problem-solving, and a classroom environment that values diverse perspectives and collaborative social issue exploration.
The researchers also found that think-pair-share activities, small group discussions, the flipped classroom model, gamification, and
problem-based Learning significantly improved student engagement and learning outcomes. These interactive and student-centered
methods encouraged students to participate more in their education, dig deeper into course material, and build critical thinking,
problem-solving, and teamwork skills.

Tictic & Ducot 737/748

 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

Finally, Pretorius and Nel (2021) showed that peer-to-peer Learning and feedback improve communication and collaborative abilities.
These collaborative activities create a dynamic and interactive learning environment where students may actively engage with course
material, learn from each other, and build key interpersonal skills for academic and professional success.
Joint lesson planning, co-teaching, and peer observation improve student learning. These approaches allow teachers to collaborate,
learn, and provide more personalized support to students, creating a highly successful learning environment. Active learning tactics
like think-pair-share, small group conversations, the flipped classroom model, gamification, and problem-based Learning can boost
student engagement and learning results. These interactive and student-centered methods encourage students to participate more in
their education, dig deeper into course material, and build critical thinking, problem-solving, and teamwork skills.
Table 4. level of effectiveness of teachers’ teaching strategies in Araling Panlipunan in terms of Inquiry-Based Learning
Indicator Mean SD Interpretation
In learning Araling Panlipunan, my teacher:
Facilitates discussions that allow me to examine multiple perspectives and 4.21 0.580 Very Highly Effective
challenge assumptions.
Encourages me to ask thought-provoking questions to deepen my understanding 4.09 0.638 Highly Effective
of social issues.
Provides opportunities for me to design and carry out my own investigations of 3.87 0.743 Highly Effective
real-world problems.
Guides me to conduct research and gather evidence to support my analysis of 3.71 0.626 Highly Effective
complex social phenomena
Fosters a learning environment that values my curiosity and supports my 3.65 0.696 Highly Effective
independent exploration of social science concepts
Overall 3.91 0.442 Highly Effective
Scale Range Indicator Description
5 4.20-5.00 Very Highly Effective Observed 9-10 times out of ten situations
4 3.40-4.19 Highly Effective Observed 7-8 times out of ten situations
3 2.60-3.39 Moderately Effective Observed 5-6 times out of ten situations
2 1.80-2.59 Less Effective Observed 3-4 times out of ten situations
1 1.00-1.79 Not Effective Observed 0-2 times out of ten

Table 4 shows that Araling Panlipunan teachers' Inquiry-Based Learning techniques were Highly Effective, with a mean of 3.91 and a
standard deviation of 0.442. Most of these tactics were Highly Effective, boosting active student participation and greater subject
mastery. These instructional methods may increase academic performance and build critical thinking and problem-solving skills.
Facilitating debates that allow students to investigate diverse views and challenge preconceptions was the most highly effective method,
with a mean of 4.21 and a standard deviation of 0.580. The data shows that fostering debates that allow students to investigate diverse
views and challenge preconceptions was the most effective technique, with a mean of 4.21 and a standard deviation of 0.580. This
method helps students think critically, explore multiple perspectives, and question their prejudices, which are crucial for academic and
professional success. This suggests that teachers can improve student learning by encouraging open discourse and idea-sharing.
A mean of 3.65 with a standard deviation of 0.696 was the lowest rating for developing a learning environment that promotes student
curiosity and supports independent social science exploration. Nurturing pupils' inherent curiosity and encouraging self-directed
Learning helps improve understanding and critical thinking. This suggests that fostering student curiosity and supporting independent
exploration of social science concepts empowers students to take a more active role in their Learning, which can improve engagement,
retention, and the development of essential skills like problem-solving and analytical thinking.
Other indicators include encouraging students to ask thought-provoking questions to deepen their understanding of social issues with
a mean of 4.09 and a standard deviation of 0.638, allowing students to design and conduct their own investigations of real-world
problems with a mean of 3.87 and a standard deviation of 0.743, and guiding students to research and gather evidence to support their
analysis of complex social phenomena. These tactics can create a more engaging and richer learning environment where students are
empowered to actively participate in Learning, develop critical thinking and problem-solving abilities, and better grasp complex
societal issues.
The findings support Eden et al. (2024), who found that facilitating collaborative group discussions promotes knowledge sharing,
collective problem-solving, and a classroom environment that values diverse perspectives and collaborative social issue exploration.
Collaborative teaching practices can improve students' educational experience by creating a dynamic and interactive learning
environment that empowers them to take an active role in their Learning, engage more deeply with course material, and develop critical
thinking, problem-solving, and teamwork skills.
Also, Thornhill-Miller et al. (2023) found that developing learning activities that compel students to provide each other feedback is
highly successful. This approach creates a dynamic and interactive learning environment where students can actively engage with
course material, learn from each other, and develop essential interpersonal skills for academic and professional success, which can
improve communication and teamwork skills.

Tictic & Ducot 738/748

 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

This also supports Murad et al. (2021), who found that active learning strategies like think-pair-share, small group discussions, the
flipped classroom model, gamification, and problem-based Learning can boost student engagement and learning outcomes. Active,
student-centered techniques encourage students to participate more in their education, connect more thoroughly with course material,
and build critical thinking, problem-solving, and collaborative skills. These teaching methods create a dynamic, engaging learning
environment that develops essential academic and professional skills.
Massa et al. (2021) also showed that collaborative teaching approaches such as joint course design, co-teaching, and peer observation
can improve student learning. These techniques allow teachers to collaborate, learn, and provide more personalized support to students,
creating a more engaging and stimulating learning environment. Collaborative teaching promotes professional development, sharing
of best practices, and customized instruction and support for students.
This also supports Benedicto and Andrade's (2022) finding that promoting student curiosity and independent social science exploration
might have substantial repercussions. This technique can encourage students to participate in their Learning, improving engagement,
retention, and skill development, including problem-solving and analytical thinking. Students can take a more active role in their
education by nurturing their innate inquisitiveness and fostering self-directed study to improve knowledge and critical thinking.
The results emphasize the need for a dynamic, student-centered learning environment that encourages critical thinking, cooperation,
and autonomous discovery. Active learning strategies like group discussions, peer-to-peer feedback, and problem-based Learning can
help students take a more active role in their education, engage more deeply with course material, and develop essential skills like
communication, problem-solving, and analytical thinking. Nurturing student curiosity and encouraging individual exploration can boost
engagement, information retention, and critical skills. These instructional methods improve education and give students the skills they
need for academic and professional success.
Table 5. level of effectiveness of teachers’ teaching strategies in Araling Panlipunan in terms of Multicultural
Perspective
Indicator Mean SD Interpretation
In learning Araling Panlipunan, my teacher:
Facilitates discussions that explore the impact of cultural, ethnic, and linguistic 3.82 0.651 Highly Effective
diversity on social dynamics.
Fosters an inclusive classroom environment that values and celebrates the rich 3.76 0.673 Highly Effective
cultural heritage of all students.
Provides opportunities to engage with and learn from individuals and communities 3.71 0.602 Highly Effective
with diverse backgrounds and experiences.
Incorporates diverse cultural perspectives and narratives to enrich our 3.50 0.700 Highly Effective
understanding of social issues.
Encourages critical examination of biases, stereotypes, and power structures that 3.48 0.801 Highly Effective
perpetuate social inequities.
Overall 3.65 0.463 Highly Effective
Scale Range Indicator Description
5 4.20-5.00 Very Highly Effective Observed 9-10 times out of ten situations
4 3.40-4.19 Highly Effective Observed 7-8 times out of ten situations
3 2.60-3.39 Moderately Effective Observed 5-6 times out of ten situations
2 1.80-2.59 Less Effective Observed 3-4 times out of ten situations
1 1.00-1.79 Not Effective Observed 0-2 times out of ten

Table 5 shows that Araling Panlipunan teachers' multicultural perspective teaching tactics were Highly Effective, with a mean of 3.65
and a standard deviation of 0.463. This implies that bringing a multicultural perspective into social science courses can improve
education. This implies that educators may help children grasp complicated social issues, develop empathy and respect for diverse
cultures, and learn vital skills for a globalized world. These tactics are highly beneficial, highlighting the value of giving students the
opportunity to connect with other opinions, work on real-world social issues, and examine social science concepts through a
multicultural lens.
Facilitating debates on how cultural, ethnic, and linguistic variety affects social dynamics had the highest mean rating of 3.82 and a
standard deviation of 0.651 in the table. This suggests that this method can help students grasp how cultural, ethnic, and linguistic
differences affect social dynamics. This allows children to develop empathy, respect for diversity, and intercultural communication
skills, which are vital in a globalized world. This teaching method also allows students to critically analyze complex societal issues
through many perspectives, enhancing their comprehension.
The lowest-rated indicator was fostering critical evaluation of prejudices, preconceptions, and power structures perpetuating social
inequalities, with a mean of 3.48 and a standard deviation of 0.801. The teaching tactics struggled to explicitly address these challenges
in the classroom. However, this conclusion is significant because critical analysis of biases, preconceptions, and power structures
empowers students to recognize and confront societal inequalities. Educators may assist students in grasping complicated social
processes and promote empathy, social consciousness, and the ability to alter their communities.
Other indicators include creating an inclusive classroom that values and celebrates all students' rich cultural heritage, with a mean of
3.76 and a standard deviation of 0.673, providing opportunities to engage with and learn from diverse individuals and communities,
Tictic & Ducot 739/748
 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

with a mean of 3.71 and a standard deviation of 0.602, and incorporating diverse cultural perspectives and narratives to enrich social
studies. These methods help kids appreciate cultural diversity, build empathy and respect, and learn intercultural communication. This
allows instructors to establish a friendly and inclusive learning environment that respects and engages students from diverse
backgrounds.
Ober et al. (2023) found that multicultural perspectives in social science curricula improve students' understanding of complex social
issues, promote intercultural competence, and increase empathy and respect for diverse cultural traditions. This means that exposing
kids to other cultural traditions and views can improve their knowledge of complicated social issues, foster intercultural competence,
and increase empathy and respect for diverse cultural traditions. Such educational tactics can help students engage more deeply with
course content, develop crucial skills for navigating a globalized society, and gain a more profound knowledge of social dynamics.
This also supports Voigt et al. (2021) 's findings that engaging students with diverse individuals and communities can help them better
understand social dynamics, power structures, and marginalized groups. This suggests that experiential Learning can help students
appreciate other perspectives, build empathy and understanding, and learn how to navigate complicated social challenges. This allows
students to experience the lives of those affected by inequitable power structures, improving their understanding of social dynamics.
This can help pupils develop critical thinking skills and become active social change agents.
This supports Ellikkal and Rajamohan (2024), who found that an inclusive learning environment that embraces all students' cultural
backgrounds improves engagement, belonging, and academic performance. This method can boost student participation, belonging,
and academic success. It suggests that it can make kids feel valued, respected, and empowered to learn, which can boost motivation,
course comprehension, and intercultural skills.
Finally, Loyens et al. (2023) show that including multiple cultural viewpoints and narratives in social science training improves
students' knowledge of complex social issues and critical thinking. This means that providing a variety of cultural ideas and experiences
lived in the curriculum helps students understand the subject more deeply. Students can also develop critical thinking skills by
examining social processes from many perspectives and challenging ingrained prejudices or beliefs.
The results show that multicultural teaching practices were Highly Effective. This shows that instructors' attempts to create an inclusive
classroom, engage with diverse people and groups, and incorporate diverse cultural viewpoints were valued. This suggests that such
teaching methods can improve students' knowledge of complicated social issues, foster intercultural competency, and foster empathy
and respect for cultural variety. By celebrating all students' rich heritage and exposing them to a variety of cultural narratives and
experiences, educators can help students understand social dynamics, power structures, and marginalized groups' lived experiences.
This can improve students' critical thinking and help them become active social change agents.
Table 6. level of effectiveness of teachers’ teaching strategies in Araling Panlipunan in terms of Student Engagement
Indicator Mean SD Interpretation
In learning Araling Panlipunan, my teacher:
Provides timely and constructive feedback that helps me identify areas for growth 3.95 0.622 Highly Effective
and guides me in continually improving my understanding and performance.
Designs learning experiences that challenge me to think critically and apply social 3.86 0.586 Highly Effective
science concepts to real-world situations.
Creates a supportive and inclusive classroom environment that values my 3.69 0.722 Highly Effective
contributions and promotes my confidence in expressing my ideas.
Actively engages me in discussions and activities that foster my interest and 3.58 0.707 Highly Effective
investment in the subject matter.
Encourages me to take an active role in my own learning by providing 3.49 0.852 Highly Effective
opportunities for self-directed exploration and inquiry.
Overall 3.71 0.468 Highly Effective
Scale Range Indicator Description
5 4.20-5.00 Very Highly Effective Observed 9-10 times out of ten situations
4 3.40-4.19 Highly Effective Observed 7-8 times out of ten situations
3 2.60-3.39 Moderately Effective Observed 5-6 times out of ten situations
2 1.80-2.59 Less Effective Observed 3-4 times out of ten situations
1 1.00-1.79 Not Effective Observed 0-2 times out of ten

Table 6 demonstrates that Araling Panlipunan instructors' student engagement tactics were Highly Effective with a mean of 3.71 and a
standard deviation of 0.468. These tactics improved student engagement by increasing participation, motivation, and active Learning.
These methods created a more engaging and inclusive classroom, which can improve student learning, belonging, critical thinking, and
intercultural abilities.
With a mean of 3.95 and a standard deviation of 0.622, timely and constructive feedback that helps students identify development areas
and supports continuing improvement in comprehension and performance was the highest-rated indicator. This shows that feedback is
essential for student engagement and Learning. This allows students to see their strengths and weaknesses and actively improve their
performance and subject knowledge. This strategy empowers students to be more active and self-directed in Learning, improving
outcomes and skill development.

Tictic & Ducot 740/748

 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

The lowest-rated criteria was encouraging students to take an active role in their Learning by enabling self-directed exploration and
inquiry, with a mean of 3.49 and a standard deviation of 0.852. More student autonomy and independent exploration may improve
engagement and Learning. This allows instructors to promote ownership, intrinsic motivation, critical thinking, and problem-solving.
To improve these teaching methods, consider self-directed learning strategies.
Other indicators include designing learning experiences that challenge students to think critically and apply social science concepts to
real-world situations with a mean of 3.86 and a standard deviation of 0.586, creating a supportive and inclusive classroom environment
that values student contributions and promotes confidence in expressing ideas at 3.69 and 0.722, and actively engaging students in
discussions and activities that foster This means that students were challenged to think carefully about complicated social issues, apply
their knowledge to real situations, feel valued and empowered to share their opinions, and actively participate in debates and activities.
These outcomes can improve topic comprehension, critical thinking, and social skills.
Yan (2021) discovered that include multiple cultural viewpoints and narratives in social science training can have considerable effects.
Students can better understand complicated societal challenges by adding diverse cultural perspectives and living experiences to the
curriculum. This technique helps students develop critical thinking skills by examining social dynamics from many perspectives and
challenging prejudices and assumptions. This multicultural Perspective can improve pupils' topic knowledge and analytical skills.
Eden et al. (2024) also found that multicultural teaching practices had major ramifications. By creating an inclusive classroom,
engaging with diverse people and communities, and incorporating diverse cultural perspectives, educators can help students understand
complex social issues, promote intercultural competence, and develop empathy and respect for cultural diversity. This method can help
students understand the topic and build critical thinking skills, allowing them to analyze social dynamics from many perspectives and
challenge biases.
This also supports Setyawati et al. (2022), who found that instructional styles boosted student participation, motivation, and Active
Learning. This suggests that these methods created a more engaging and inclusive classroom, which can improve student learning,
belonging, critical thinking, and intercultural abilities. These findings suggest that such teaching practices can empower students,
enhance their understanding of complicated topics, and give them the skills to become more active and successful social change agents.
Putwain et al. (2020) found that timely and constructive feedback that helps students identify growth areas and improve understanding
and performance is crucial to student engagement and Learning progress. This strategy empowers students to be more active and self-
directed in their Learning, improving outcomes and skill development. Such comments help students identify their strengths and
weaknesses and actively improve their performance and topic knowledge. This can encourage students to take a more active and self-
directed role in Learning, developing ownership, intrinsic drive, and critical thinking and problem-solving skills.
These findings indicate that instructional styles boosted student participation, motivation, and Active Learning. This suggests that these
methods created a more engaging and inclusive classroom, which can improve student learning, belonging, critical thinking, and
intercultural abilities. These findings suggest that such teaching practices can empower students, enhance their understanding of
complicated topics, and give them the skills to become more active and successful social change agents.
Table 7. level of effectiveness of teachers’ teaching strategies in Araling Panlipunan in terms of Technology Integration
Indicator Mean SD Interpretation
In learning Araling Panlipunan, my teacher:
Incorporates digital resources, such as educational videos, interactive simulations, 4.10 0.741 Highly Effective
and online databases, to enhance my understanding of social science concepts.
Integrates technology-based assessments, such as online quizzes, virtual role-play 3.93 0.733 Highly Effective
scenarios, and digital portfolios, to evaluate my progress and provide personalized
feedback
Provides opportunities for me to engage in virtual fieldtrips, online interviews, and 3.88 0.804 Highly Effective
other technology-enabled learning experiences to broaden my perspectives.
Utilizes educational technology tools, like presentation software, digital mind 3.56 0.619 Highly Effective
maps, and collaborative online platforms, to facilitate active learning and
knowledge sharing.
Encourages me to use technology to conduct research, analyze data, and present 3.45 0.685 Highly Effective
my findings on social issues and community problems.
Overall 3.78 0.447 Highly Effective
Scale Range Indicator Description
5 4.20-5.00 Very Highly Effective Observed 9-10 times out of ten situations
4 3.40-4.19 Highly Effective Observed 7-8 times out of ten situations
3 2.60-3.39 Moderately Effective Observed 5-6 times out of ten situations
2 1.80-2.59 Less Effective Observed 3-4 times out of ten situations
1 1.00-1.79 Not Effective Observed 0-2 times out of ten

Table 7 shows Araling Panlipunan teachers' effectiveness in terms of Technology Integration was Highly Effective with a mean of
3.78 and an SD of 0.447. This suggests that technology in instruction improves student learning. Technology can make learning more
engaging and interactive, expand resources and knowledge, and help students achieve digital literacy. Technology can also promote
collaboration, active involvement, and differentiated education for varied learners.

Tictic & Ducot 741/748

 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

The highest-rated indicator was using digital resources including educational films, interactive simulations, and online databases to
help students comprehend social science subjects, with a mean of 4.20 and a standard deviation of 0.741. This method may make
learning more engaging and interactive, expand resources and knowledge, and help students learn digital literacy. Technology
integration can promote collaboration, active involvement, and differentiated education for various learners.
Encouraging students to use technology to study, evaluate, and present social and community concerns results was the lowest-rated
indicator, with a mean of 3.45 and a standard deviation of 0.685. This is an important chance to improve pupils' digital literacy and
critical thinking. This implies that by actively engaging students in technology-based research, analysis, and presentation, educators
can empower them to take a more active role in their Learning, deepen course engagement, and develop skills for investigating and
addressing complex social issues. Strengthening this area could improve teaching practices and better educate students to be involved
and successful social change agents.
Other indicators include integrating technology-based assessments like online quizzes, virtual role-play scenarios, and digital portfolios
to evaluate progress and provide personalized feedback with a mean of 3.93 and a standard deviation of 0.733, offering virtual field
trips, online interviews, and other technology-enabled learning experiences to broaden perspectives with a mean of 3.88 and a standard
deviation of 0.804, and This suggests that using educational technology like presentation software, digital mind maps, and collaborative
online platforms to promote active Learning and knowledge sharing can increase student engagement, peer-to-peer collaboration, and
empowerment.
The findings corroborate Eden et al. (2024) claim that technology in social science training can have significant effects. Technology
makes learning more interactive and engaging, which helps boost student engagement. It can also help pupils understand complex
subjects by providing more resources and information. Digital literacy skills, which are increasingly critical in the modern world, help
pupils navigate and use technology. These findings suggest that using technology in social science training can improve student learning
and equip students to be engaged and informed citizens.
This also confirms Taha & Abdulrahman's (2023) results that interactive simulations, virtual field trips, and online collaborative tools
in social science training can have significant effects. These tech-enabled learning experiences can help students analyze data, explore
multiple perspectives, and discuss societal concerns. This suggests that such instructional methods can encourage students to participate
more in their Learning, interact more with course content, and develop critical thinking and problem-solving skills. Developing digital
literacy abilities through these devices helps pupils navigate and use technology, which is increasingly critical in the modern world.
The results also supported Ellikkal and Rajamohan (2024), who found that technology-enabled assessments like digital portfolios and
online quizzes gave students more personalized feedback and helped them improve, encouraging self-directed Learning. This shows
that such assessment systems empower students to take a more active part in their Learning and growth. Receiving tailored feedback
and insights into their strengths and shortcomings helps students track their progress, fill knowledge gaps, and take ownership of their
learning experience. Autonomous and self-directed Learning is essential for kids to become involved and successful citizens.
This also supports Habib et al. (2020), who found that educational technology tools like presentation software and digital mind maps
promote active Learning, knowledge sharing, and student empowerment. Such tools can increase student engagement, peer-to-peer
cooperation, and learner ownership. This implies that technology-enabled solutions can increase student learning and create active and
informed citizenship abilities.
In Araling Panlipunan (social science) instruction, technology-integrated teaching strategies like presentation software, digital mind
maps, and collaborative online platforms can promote active Learning and knowledge sharing. This suggests that technology-enabled
methods can increase student engagement, peer-to-peer cooperation, and Active Learning. Technology integration in social science
classroom can improve learning outcomes and develop critical thinking and digital literacy skills needed for active and informed
citizenry.
Table 8. Summary of the level of effectiveness of teachers’ teaching strategies
in Araling Panlipunan.
Teaching Strategies Mean SD Interpretation
Active Learning Techniques 3.92 0.434 Highly Effective
Collaborative Teaching Practices 3.91 0.438 Highly Effective
Inquiry-based Learning 3.91 0.442 Highly Effective
Multicultural Perspective 3.65 0.463 Highly Effective
Student Engagement 3.71 0.468 Highly Effective
Technology Integration 3.78 0.447 Highly Effective
Overall 3.81 0.449 Highly Effective
Table 8 summarizes Araling Panlipunan instructors' instructional tactics, which were evaluated Highly Effective overall (Mean = 3.81,
SD = 0.449). The highly effective rating suggests that educational technology tools and collaborative online platforms can increase
student engagement, peer-to-peer collaboration, and student participation in Learning. This suggests that using technology in social

Tictic & Ducot 742/748

 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

science training can improve learning outcomes and develop critical thinking and digital literacy skills needed for active and informed
citizenry.
Table 9. Learning Outcomes of the Learners in Araling Panlipunan.
Range f % Adjectival Rating
90 – 100 57 47.9 Outstanding
85 – 89 51 42.9 Very Satisfactory
80 – 84 11 9.2 Satisfactory
75 – 79 0 0 Fairly Satisfactory
74 and below 0 0 Did not meet expectations
Total 119 100.0
Table 9 shows that Araling Panlipunan learners' learning results differed by proficiency. The majority of learners (7 or 47.9%) scored
90–100, which is excellent. This implies that technology-enabled teaching practices in Araling Panlipunan instruction have improved
student learning, with a large number of students displaying excellent performance. Technology-infused pedagogy can boost academic
performance and skill development, better equipping students for active and informed citizenship.
At least 51 or 42.9% of students in the 85–89 range were delighted, indicating that technology-enabled teaching strategies in Araling
Panlipunan instruction have improved student learning across proficiency levels. This implies that technology-infused instructional
techniques benefit high-achieving students and a large percentage of pupils function well. The use of technology in Araling Panlipunan
instruction can increase academic performance and skill development, better equipping a diverse student body for engaged and
informed citizenship.
A lower percentage of students, 11 or 9.2%, were in the 80–84 range, indicating that while most students performed well, some might
improve. Technology-enabled teaching practices in Araling must be effectively integrated. Panlipunan instruction is good, but it may
need to be refined or targeted to ensure all children get the skills and knowledge needed for active and informed citizenship. No students
were satisfactory or did not meet expectations.
Table 10. Test of significant relationship between the level of effectiveness of
teachers’ teaching strategies in Araling Panlipunan and the Learning
Outcomes of the learners.
Variable r p-value Interpretation
Active Learning Techniques .122 .187 Not Significant
Collaborative Teaching Practices -.013 .892 Not Significant
Inquiry-Based Learning .119 .198 Not Significant
Multicultural Perspective .281 .002 Significant
Student Engagement .095 .304 Not Significant
Technology Integration .131 .157 Not Significant
Overall .233 .011 Significant
Table 10 shows the association between Araling Panlipunan teachers' teaching strategies and student learning outcomes. The overall
correlation between teaching strategy efficacy and student learning outcomes is 233 and p-value.011, showing a significant link.
Therefore, the null hypothesis is rejected. This shows that technology-enabled teaching can increase academic achievement and skill
development, better preparing students for active and informed citizenship. The conclusion is that investing in and refining technology-
infused pedagogical strategies in Araling Panlipunan instruction can improve student learning and prepare them for active and engaged
citizenship.
The Multicultural Perspective approach has a significant association with r of.281 and p-value of.002, demonstrating that varied cultural
viewpoints improve students' comprehension and academic achievement. This suggests that inclusive and culturally sensitive teaching
strategies boost Learning. Thus, the null hypothesis is rejected because Araling Panlipunan teachers' teaching effectiveness affects
students' learning outcomes.
However, Active Learning Techniques (r =.122 and p-value =.187), Collaborative Teaching Practices (r = -.013 and p-value =.892),
Inquiry-Based Learning (r =.119 and p-value =.198), Student Engagement (r =.095 and p-value =.304), and Technology Integration (r
=.131 and p-value =.157) did not significantly affect learning outcomes. The null hypothesis is accepted. This suggests that certain
instructional methods may affect student learning differently depending on context. More research and improvement may be needed to
understand how these methods can improve Araling Panlipunan instruction. However, the findings emphasize the need to continue
exploring and implementing technology-infused instructional practices to help students reach their full potential and become active and
educated citizens.
This supports Taha and Abdulrahman (2023), who found that technology-enabled teaching strategies like collaborative online platforms
and digital learning resources improved social science student performance and engagement. This shows that technology integration
in education is essential to a dynamic and successful learning environment. A high-quality education requires ways that impart
knowledge and stimulate higher-level thinking.
Tictic & Ducot 743/748
 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

This also supports Jegstad (2023), who found that student-centered approaches like inquiry-based Learning and active Learning
improved social science students' learning outcomes and critical thinking skills. These teaching methods help improve students'
understanding, problem-solving, and social science citizenship skills.
This also supports Eden et al. (2024), who found that incorporating a multicultural perspective in teaching methods improved students'
comprehension and academic performance, emphasizing the importance of inclusivity and cultural awareness in instruction. This
suggests that multicultural approaches in Araling Panlipunan instruction can improve learning outcomes and better prepare students
for active and informed citizenship by fostering a deeper awareness and appreciation of diverse cultural views.
This supports Chen et al. (2021) 's results on the benefits of prolonged technology integration and technology-infused pedagogy. These
activities improved student learning and citizenship skills, according to their findings. This emphasizes the need to explore and use
technology-enabled teaching methods to help students reach their maximum potential and become involved citizens.
Finally, this supports Bond et al. (2020) findings that teaching strategies improve learning outcomes, emphasizing the need to explore
and implement technology-enabled approaches in social science education. This emphasizes the need to invest in and improve
technology-infused instructional practices to help students reach their full potential and become active and educated citizens.
Technology-enabled teaching methods can improve student learning and help them develop skills for civic engagement.
The results show that pupils learn better when teachers employ effective methods. To maximize student potential and prepare them for
active and engaged citizenship, technology-infused, student-centered instructional practices must be explored and implemented. The
conclusion is that investing in and improving these teaching strategies can improve student learning and create informed citizenship
skills.
Conclusions
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 (2021) 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.
Based from the data gathered and interpreted, the following are the 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; Inquiry-Based 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. Moreover, the majority of the learners fell within the 90–100 range (f = 57, 47.9%), which
corresponds to an outstanding level. A significant portion of learners was in the 85–89 range (f = 51, 42.9%), categorized as very
satisfactory. A smaller percentage of students belonged to the 80–84 range (f = 11, 9.2%), classified under satisfactory. No learners
were classified as fairly satisfactory and did not meet expectations.
Lastly, 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.
Active Learning, Collaborative Teaching, Inquiry-Based Learning, Multicultural Perspective, Student Engagement, and Technology
Integration all received high effectiveness ratings, indicating that teachers value and value them. This implies that educators recognise
the transformative potential of these instructional approaches to improve learning outcomes and teach students vital skills. The
widespread positive perception of these tactics highlights their ability to effectively engage learners and improve understanding, critical
thinking, and problem-solving.
The high number of high achievers (90-100) reflects a good learning environment. The fact that no pupils performed below average
supports this positive attitude, indicating a learning environment that supports and challenges all students to fulfill their academic
potential. This variety of student accomplishment levels is a testimonial to instructors' skillful execution of teaching methodologies,
which have fostered deep learning and the development of essential knowledge and skills.
Statistics support the favorable effects of techniques since they correlate significantly with learning outcomes. The Multicultural
Perspective's important association shows how varied cultural ideas improve comprehension and academic performance. This
emphasizes the necessity of inclusive, culturally responsive training that promotes diversity knowledge and appreciation.
Multiculturalism in the classroom empowers students, challenges biases, and equips them with the knowledge, skills, and mindsets
needed for active and engaged citizenship in an increasingly linked world.
Tictic & Ducot 744/748
 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

Based on the findings and conclusions of the study, several recommendations are proposed to enhance teaching practices and student
outcomes. While technology integration is already rated as highly effective, teachers are encouraged to explore more advanced
applications. Moving beyond basic presentations and digital resources, they can leverage collaborative platforms, simulations, and
virtual reality experiences to increase student engagement and deepen conceptual understanding.
To support students in developing strong research and critical thinking skills, teachers should structure inquiry projects with sufficient
scaffolding and guidance. This involves providing explicit instruction and opportunities for practice, with a particular emphasis on
concept attainment, which aligns effectively with the principles of inquiry-based learning.
Building on the success of incorporating multicultural perspectives, teachers should continue to infuse diverse viewpoints across all
areas of the curriculum. This can be achieved by offering multiple historical narratives, exploring contemporary issues through different
cultural lenses, and inviting guest speakers from various backgrounds to provide students with enriched learning experiences.
In terms of collaboration, teachers are advised to establish clear guidelines and expectations for group activities. Structured techniques
such as think-pair-share, jigsaw learning, and peer review can be implemented to promote meaningful student interaction and ensure
that all participants benefit from collaborative efforts.
Despite excellent student outcomes, differentiation remains crucial to maintaining high levels of engagement and challenge. Teachers
should provide a variety of learning activities, tiered assignments, and individualized support to accommodate the diverse learning
needs of their students.
Finally, school administrators are encouraged to invest in ongoing professional development for teachers. This training should focus
on effective technology integration, inquiry-based instruction, collaborative teaching methods, and culturally responsive pedagogy.
Additionally, mentorship programs pairing experienced teachers with newer colleagues can foster a culture of continuous improvement
and ensure the consistent implementation of best practices in the classroom.
References
Adams, A. E., & Mumba, F. (2017). Connecting inquiry-based teaching and practice in elementary classrooms. Journal of Science
Teacher Education, 28(2), 174-190.
Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Pearson.
https://www.pearson.com/store/p/cultural-diversity-and education/P100000145699
Barkley, E. F. (2020). Student engagement techniques: A handbook for college faculty (2nd ed.). Wiley. https://www.wiley.com/en-
us/Student+Engagement+Techniques:+A+Handbook+for+College+Faculty-p-9781119686772
Bates, J., Cheng, S., Ferris, M., & Wang, X. (2024). Cultivating Critical Thinking Skills: a Pedagogical Study in a Business Statistics
Course. In Journal of Statistics and Data Science Education (p. 1). Taylor & Francis. https://doi.org/10.1080/26939169.2024.2394534
Benedicto, P. N., & Andrade, R. (2022). Problem-Based Learning Strategies and Critical Thinking Skills Among Pre-Service Teachers.
In International Journal of Science Technology Engineering and Mathematics (Vol. 2, Issue 2, p. 1). https://doi.org/10.53378/352885
Bond, M., Buntins, K., Bedenlier, S., Zawacki‐Richter, O., & Kerres, M. (2020). Mapping research in student engagement and
educational technology in higher education: a systematic evidence map. In International Journal of Educational Technology in Higher
Education (Vol. 17, Issue 1). Springer Nature. https://doi.org/10.1186/s41239-019-0176-8
Bruce‐Davis, M. N., Gilson, C. M., & Matthews, M. S. (2017). Fostering Authentic Problem Seeking: A Step Toward Social Justice
Engagement. In Roeper Review (Vol. 39, Issue 4, p. 250). Routledge. https://doi.org/10.1080/02783193.2017.1363099
Chanchumni, R., & Mangkhang, C. (2021). Creative Learning Design in Social Studies to Promote Productive Citizenship of Secondary
School Students. In Higher Education Studies (Vol. 11, Issue 4, p. 84). Canadian Center of Science and Education.
https://doi.org/10.5539/hes.v11n4p84
Chen, L. L., Mirpuri, S., Rao, N., & Law, N. (2021). Conceptualization and measurement of digital citizenship across disciplines
[Review of Conceptualization and measurement of digital citizenship across disciplines]. Educational Research Review, 33, 100379.
Elsevier BV. https://doi.org/10.1016/j.edurev.2021.100379
Chin, C., & Osborne, J. (2014). Students' questions: A potential resource for teaching and learning science. Studies in Science
Education, 50(1), 1-39.
Chun-mei, C., Bian, F., & Zhu, Y. (2023). The relationship between social support and academic engagement among university
students: the chain mediating effects of life satisfaction and academic motivation. In BMC Public Health (Vol. 23, Issue 1). BioMed
Central. https://doi.org/10.1186/s12889-023-17301-3
Clarke, D., & Hollingsworth, H. (2017). Reconceptualising teacher professional learning: A trans-theoretical model of teacher practice.
Teaching and Teacher Education, 33, 94-106. https://doi.org/10.1016/j.tate.2016.07.002
Dala, P. K. C., Gonzales, C. M. N., Soriano, J. A. E., Talibsao, C. G., Galicia, L. S., & Salinas, E. A. (2021). Readiness and challenges

Tictic & Ducot 745/748

 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

in information and communication technology (ICT) integration in teaching Araling Panlipunan. IOER International Multidisciplinary
Research Journal.
D'Angelo, A. (2018). Technology-enhanced learning in social studies: The role of interactive platforms. Journal of Educational
Innovation and Research, 14(3), 77-91.
Donham, C., Pohan, C. A., Menke, E., & Kranzfelder, P. (2022). Increasing Student Engagement through Course Attributes,
Community, and Classroom Technology: Lessons from the Pandemic. In Journal of Microbiology and Biology Education (Vol. 23,
Issue 1). American Society for Microbiology. https://doi.org/10.1128/jmbe.00268-21
Dutta, R., Mantri, A., Singh, G., & Singh, N. (2023). Measuring the Impact of Augmented Reality in Flipped Learning Mode on Critical
Thinking, Learning Motivation, and Knowledge of Engineering Students. In Journal of Science Education and Technology (Vol. 32,
Issue 6, p. 912). Springer Science+Business Media. https://doi.org/10.1007/s10956-023-10051-2
Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2024). Online learning and community engagement: Strategies for promoting inclusivity
and collaboration in education. In World Journal of Advanced Research and Reviews (Vol. 21, Issue 3, p. 232). GSC Online Press.
https://doi.org/10.30574/wjarr.2024.21.3.0693
Eggebrecht-Weinschreider, T. (2020). Exploring the impact of digital tools on student engagement in history education. International
Journal of Technology in Education, 5(2), 112-127.
Ellikkal, A., & Rajamohan, S. (2024). AI-enabled personalized learning: empowering management students for improving engagement
and academic performance. In Vilakshan – XIMB Journal of Management. Emerald Publishing Limited.
Fogarty, R. (2016). How to integrate the curricula (3rd ed.). Corwin Press. https://us.corwin.com/en-us/nam/how-to-integrate-the-
curricula/book235333
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional,
measurement, and methodological issues. Learning and Instruction, 43, 1-4. https://doi.org/10.1016/j.learninstruc.2016.02.002
Friend, M., & Cook, L. (2016). Interactions: Collaboration skills for school professionals (8th ed.). Pearson.
https://www.pearson.com/store/p/interactions-collaboration-skills-for-school-professionals/P100000725901
Garcia, R. (2021). Integrating digital resources in Araling Panlipunan education. Journal of Educational Technology, 15(3), 45-58.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Grijpma, J. W., Ramdas, S., Broeksma, L., Meeter, M., Kusurkar, R. A., & Croix, A. de la. (2024). Learning from the Experts:
Stimulating Student Engagement in Small-group Active Learning. In Perspectives on Medical Education (Vol. 13, Issue 1). Bohn
Stafleu van Loghum. https://doi.org/10.5334/pme.1245
Habib, M. N., Jamal, W., Khalil, U., & Khan, Z. (2020). Transforming universities in interactive digital platform: case of city university
of science and information technology. In Education and Information Technologies (Vol. 26, Issue 1, p. 517). Springer
Science+Business Media. https://doi.org/10.1007/s10639-020-10237-w
Hamzah, N., Ariffin, A., & Hamid, H. (2017). Web-Based Learning Environment Based on Students’ Needs. In IOP Conference Series
Materials Science and Engineering (Vol. 226, p. 12196). IOP Publishing. https://doi.org/10.1088/1757-899x/226/1/012196
Hargreaves, A., & Fullan, M. (2015). Professional capital: Transforming teaching in every school. Teachers College Press.
https://www.tcpress.com/professional-capital-9780807759943
HARYANTO, C. C., & KUSMIYATI, K. (2022). ANALISIS PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED
LEARNING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR. In TEACHING Jurnal
Inovasi Keguruan dan Ilmu Pendidikan (Vol. 2, Issue 3, p. 307). https://doi.org/10.51878/teaching.v2i3.1664
Heydarnejad, T., Fatemi, A. H., & Ghonsooly, B. (2021). The Relationship between Critical Thinking, Self-regulation, and Teaching
Style Preferences among EFL Teachers: A Path Analysis Approach. In Journal of language and Education (Vol. 7, Issue 1, p. 96).
National Research University – Higher School of Economics. https://doi.org/10.17323/jle.2021.11103
Ho, Y., Chen, B.-Y., & Li, C. (2023). Thinking more wisely: using the Socratic method to develop critical thinking skills amongst
healthcare students [Review of Thinking more wisely: using the Socratic method to develop critical thinking skills amongst healthcare
students]. BMC Medical Education, 23(1). BioMed Central. https://doi.org/10.1186/s12909-023-04134-2
Jegstad, K. M. (2023). Inquiry-based chemistry education: a systematic review [Review of Inquiry-based chemistry education: a
systematic review]. Studies in Science Education, 60(2), 251. Taylor & Francis. https://doi.org/10.1080/03057267.2023.2248436
JETIR. (2024). Journal of Emerging Technologies and Research. https://www.jetir.org
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative
learning. Educational Psychologist, 44(2), 25-36.
Kolodner, J. L., Gray, J. T., & Puntambekar, S. (2021). Promoting inquiry-driven problem-solving in classrooms. Journal of the
Learning Sciences, 30(3), 375-398
Tictic & Ducot 746/748
 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

Krause, K.-L., & Coates, H. (2014). Students’ engagement in first-year university. Assessment & Evaluation in Higher Education,
39(5), 488–502. \
Kusmaryani, W. (2021). The Effect of Socratics Questioning Method in Improving Students’ Speaking Skill and Critical Thinking in
English as a Foreign Language Learning. In Advances in Social Science, Education and Humanities Research/Advances in social
science, education and humanities research. https://doi.org/10.2991/assehr.k.211219.051
Lee, E., Hart, A., Searles, T. A., Levis‐Fitzgerald, M., Barthelemy, R. S., Shaked, S., Marks, V. A., & Carbajo, S. (2023). Education
for a Future in Crisis: Developing a Humanities-Informed STEM Curriculum. In arXiv (Cornell University). Cornell University.
https://doi.org/10.48550/arxiv.2311.06674
Lee, J., & Kinzie, M. B. (2020). The impact of inquiry-based learning on student engagement in secondary school social studies.
Journal of Educational Psychology, 112(5), 989-1002.
Loyens, S. M. M., Meerten, J. E. van, Schaap, L., & Wijnia, L. (2023). Situating Higher-Order, Critical, and Critical-Analytic Thinking
in Problem- and Project-Based Learning Environments: A Systematic Review [Review of Situating Higher-Order, Critical, and
Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review]. Educational Psychology
Review, 35(2). Springer Science+Business Media. https://doi.org/10.1007/s10648-023-09757-x
Magulod, G. C. (2019). teaching strategies in social studies: Enhancing learner outcomes through technology integration. Asia Pacific
Journal of Education, Arts, and Sciences, 6(1), 52-58.
Massa, S., Machado, E. A., Abelha, M., & Albuquerque, A. S. (2021). COLLABORATIVE PROFESSIONAL LEARNING:
PRELIMINARY RESULTS OF A CASE STUDY. In INTED proceedings (Vol. 1, p. 6727). International Academy of Technology,
Education and Development. https://doi.org/10.21125/inted.2021.1340
Mendoza, J., & Cuadrado, L. (2022). Experiential learning in history education: The role of virtual tours and simulations. International
Journal of Social Studies Education, 10(1), 28-35.
Mensah, A., & Frimpong, K. (2020). The effectiveness of teacher training programs in the integration of technology into social studies
education. Journal of Contemporary Educational Research, 9(4), 132-144.
Merryfield, M. M., & Subedi, B. (2014). Decolonizing the curriculum: Multicultural education, global education, and the politics of
representation. Multicultural Perspectives, 16(3), 129-134.
Murad, T., Ghadeer, S. Y., & Assadi, J. (2021). The Effect of Teachers’ Attitudes Towards Collaborative Instruction on Students’
Writing and Speaking Skills. In Journal of Language Teaching and Research (Vol. 12, Issue 3, p. 343). Academy Publication.
https://doi.org/10.17507/jltr.1203.03
Murata, R. (2014). Collaborative teaching: The science of working together. Springer. https://link.springer.com
Nguyen, K., Borrego, M., Finelli, C., DeMonbrun, M., Crockett, C., Tharayil, S., Shekhar, P., Waters, C., & Rosenberg, R. S. (2021).
Instructor strategies to aid implementation of active learning: a systematic literature review. In International Journal of STEM
Education (Vol. 8, Issue 1). Springer Science+Business Media. https://doi.org/10.1186/s40594-021-00270-7
Nguyen, T. P. L. (2023). Integrating circular economy into STEM education: A promising pathway toward circular citizenship
development. In Frontiers in Education (Vol. 8). Frontiers Media. https://doi.org/10.3389/feduc.2023.1063755
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good
feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Nieto, S. (2017). Affirming diversity: The sociopolitical context of multicultural education (6th ed.). Pearson.
https://www.pearson.com/en-us/subject-catalog/p/affirming-diversity/P100000119527
Ober, T. M., Lehman, B., Gooch, R., Oluwalana, O., Solyst, J., Phelps, G., & Hamilton, L. S. (2023). Culturally Responsive
Personalized Learning: Recommendations for a Working Definition and Framework. In ETS Research Report Series (Vol. 2023, Issue
1, p. 1). Wiley. https://doi.org/10.1002/ets2.12372
O'Connor, K. M., & Joffe, H. (2020). Social media, political engagement, and the social context of protest movements. Computers in
Human Behavior, 104, 106188. https://doi.org/10.1016/j.chb.2019.106188
Oriña, R. A. L. (2024). The role of technology in enhancing Araling Panlipunan instruction in schools. DepEd Bataan.
https://depedbataan.com
Pedaste, M., Mäeots, M., Siiman, L. A., & De Jong, T. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle.
Educational Research Review, 14, 47-61.
Pretorius, E., & Nel, H. (2021). Collaborative learning experiences of fourth-year students in a social work module. In Scholarship of
Teaching and Learning in the South (Vol. 5, Issue 2, p. 52). University of Johannesburg.
Putwain, D. W., Schmitz, E., Wood, P., & Pekrun, R. (2020). The role of achievement emotions in primary school mathematics:
Control–value antecedents and achievement outcomes. In British Journal of Educational Psychology (Vol. 91, Issue 1, p. 347). Wiley.

Tictic & Ducot 747/748

 Psych Educ, 2025, 40(6): 733-748, Document ID:2025PEMJ3887, doi:10.70838/pemj.400601, ISSN 2822-4353
Research Article

https://doi.org/10.1111/bjep.12367
Reach & Teach. (2024). Technology integration in the classroom: Tools and strategies for educators. Reach & Teach.
Reyes, M. (2023). Enhancing student engagement through teaching strategies in social studies. Philippine Journal of Education, 102(2),
34-48.
Setyawati, R. D., Pramasdyahsari, A. S., Astutik, I. D., Aini, S. N., Arum, J. P., Widodo, W., Nusuki, U., Salmah, U., & Zuliah, N.
(2022). Improving Mathematical Critical Thinking Skill through STEM-PjBL: A Systematic Literature Review. In International
Journal on Research in STEM Education (Vol. 4, Issue 2, p. 1). https://doi.org/10.31098/ijrse.v4i2.1141
Silviariza, W. Y., Sumarmi, S., & Handoyo, B. (2021). Improving Critical Thinking Skills of Geography Students with Spatial-Problem
Based Learning (SPBL). In International Journal of Instruction (Vol. 14, Issue 3, p. 133). Osmangazi University.
https://doi.org/10.29333/iji.2021.1438a
Sleeter, C. E., & Grant, C. A. (2020). Making choices for multicultural education: Five approaches to race, class, and gender (7th ed.).
Wiley.
Taha, T. B., & Abdulrahman, M. S. (2023). The Impact of Technology on Students’ Psychological and Educational Performance. In
JISA(Jurnal Informatika dan Sains) (Vol. 6, Issue 1, p. 91). https://doi.org/10.31326/jisa.v6i1.1661
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J., Morisseau, T., Bourgeois‐Bougrine, S., Vinchon, F., Hayek, S. E.,
Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, Critical Thinking, Communication,
and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education [Review of
Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for
the Future of Work and Education]. Journal of Intelligence, 11(3), 54. Multidisciplinary Digital Publishing Institute.
https://doi.org/10.3390/jintelligence11030054
Vallès-Peris, N., & Domènech, M. (2023). Digital citizenship at school: Democracy, pragmatism and RRI. In Technology in Society
(Vol. 76, p. 102448). Elsevier BV. https://doi.org/10.1016/j.techsoc.2023.102448
Veramuthu, P., & Shah, P. Md. (2020). Effectiveness of Collaborative Writing among Secondary School Students in an ESL Classroom.
In Creative Education (Vol. 11, Issue 1, p. 54). Scientific Research Publishing. https://doi.org/10.4236/ce.2020.111004
Vittorio, L., Murphy, S. T., Braun, J. D., & Strunk, D. R. (2022). Using Socratic Questioning to promote cognitive change and achieve
depressive symptom reduction: Evidence of cognitive change as a mediator. In Behaviour Research and Therapy (Vol. 150, p. 104035).
Elsevier BV. https://doi.org/10.1016/j.brat.2022.104035
Voigt, M., Hagman, J. E., Gehrtz, J., Ratliff, B., Alexander, N., & Lévy, R. (2021). Justice through the lens of calculus: Framing new
possibilities for diversity, equity, and inclusion. In arXiv (Cornell University). Cornell University. https://doi.org/10.48550/arXiv.2111.
Wang, M.-T., & Degol, J. L. (2016). School climate and social-emotional learning: A systematic meta-analytic review. Educational
Psychologist, 51(1), 1-23.
Yan, Z. (2021). English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement [Review
of English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement]. Frontiers in
Psychology, 12. Frontiers Media. https://doi.org/10.3389/fpsyg.2021.773138
Yannier, N., Hudson, S. E., & Koedinger, K. R. (2020). Active Learning is About More Than Hands-On: A Mixed-Reality AI System
to Support STEM Education. In International Journal of Artificial Intelligence in Education (Vol. 30, Issue 1, p. 74). Springer
Science+Business Media. https://doi.org/10.1007/s40593-020-00194-3
Yusof, Y., & Bagolong, B. (2023). Effectiveness Of The Moral Governance Training In Thenbangsamoro Government: A Cipp Model
Approach.

Affiliations and Corresponding Information

Winelyn P. Tictic
Manalog Integrated School-Malaybalay City Division
Department of Education – Philippines
Lutchie A. Ducot, PhD
Valencia Colleges (Bukidnon), Inc. – Philippines

Tictic & Ducot 748/748