Christine Joy P. Labrador (Author)

Abstract

This study examined the effects of an experiential approach on the teaching of Araling Panlipunan 7 among learners with special educational needs (LSEN) in an inclusive setting. It specifically developed a remediation program entitled Conquering Araling Panlipunan Successfully Through Experience (CASTE) to address LSENs’ learning challenges. Guided by the goals of identifying LSENs’ current performance level, common difficulties, and appropriate instructional strategies, the research also sought to determine the significant difference in learners’ academic performance before and after exposure to the experiential approach. Employing a quasi-experimental pre-test–post-test design, the study was conducted during the second quarter of the school year 2018–2019 at Benigno “Ninoy” S. Aquino High School, involving fifteen LSEN participants and five Araling Panlipunan receiving teachers as informants. Data were collected through pre-tests, post-tests, rubrics, and focus group discussions over a five-week implementation period encompassing orientation, experiential teaching, and debriefing. Statistical analyses, including percentage change and paired-sample t-tests, were applied to assess performance differences. Findings revealed that most LSENs initially performed at the “Beginning” level and exhibited difficulties in memorization, written works, comprehension, and application of concepts. The integration of experiential strategies—such as modifying printed and non-print materials, incorporating ICT tools, promoting peer socialization, and utilizing community resources—significantly improved their performance, engagement, confidence, and interpersonal relations. Post-test results confirmed a statistically significant increase in LSENs’ academic performance after the application of the experiential approach. The study concluded that experiential learning fosters better understanding and retention by linking classroom instruction to real-world experiences, thus addressing diverse learning needs in inclusive education. It recommended the adoption of the CASTE Program and continuous training for teachers in special education to enhance instructional design, assessment, and remediation strategies.

Keywords: experiential approach, inclusive education, Araling Panlipunan, learners with special educational needs, CASTE Program, quasi-experimental design

DOI: http://doi.org/10.69651/PIJHSS0404509

Recommended citation:
Labrador, C. J. P. (2025). The experiential approach in the teaching of Araling Panlipunan to learners with special educational needs in an inclusive setting towards a proposed remediation program. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5494-5508. http://doi.org/10.69651/PIJHSS0404509

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