Edelyn Candelario, Emolyn Iringan
ABSTRACT
This study investigated the relationship between teachers’ instructional strategies and students’ skill acquisition and satisfaction in Araling Panlipunan using a mixed-methods approach. The quantitative component employed a descriptive-correlational design to examine the extent of teachers’ use of instructional strategies, students’ level of skill acquisition, and their satisfaction with these strategies. A total of 60 junior high school students from selected schools in Amulung District participated, using stratified random sampling. Data were analyzed using frequency, percentage, mean, t-test, ANOVA, and Pearson correlation. The qualitative component explored challenges encountered by teachers and students through thematic analysis. Findings revealed that teachers utilized a wide range of instructional strategies to a very great extent, while students demonstrated a great extent of skill acquisition across key domains, including critical thinking, communication, and civic awareness. However, most instructional strategies showed no significant relationship with students’ skill acquisition, except for collaborative learning, which was significantly associated with improved communication and presentation skills. Additionally, no significant relationship was found between instructional strategies and students’ satisfaction, indicating that satisfaction is influenced by factors beyond instructional practices. Qualitative results identified constraints such as limited resources, large class sizes, time pressures, and challenges in student engagement and collaboration. The study highlights that while diverse instructional strategies support skill development, their effectiveness is shaped by contextual and learner-related factors. Enhancing Araling Panlipunan instruction requires strengthening resources, teacher capacity, and learning environments to achieve improved educational outcomes.
Keywords: Araling Panlipunan, instructional strategies, skill acquisition, student satisfaction, mixed methods
https://doi.org/10.57180/xnox5054