Author

Jennifer D. Francisco*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

Araling Panlipunan plays a crucial role in developing learners’ civic competence, critical thinking, and social awareness within the Philippine K to 12 educational framework. However, despite the promotion of learner-centered pedagogies, limited empirical evidence exists on how these practices are actually implemented and experienced by teachers in specific local contexts such as San Pablo, Isabela. This study examined the pedagogical practices of Araling Panlipunan teachers in public high schools using a descriptive quantitative design and total enumeration sampling. Data were collected through a validated survey focusing on instructional strategies, perceived effectiveness, and teaching challenges. Findings revealed that teachers consistently employ student-centered approaches and perceive them as highly effective. However, challenges such as large class sizes and low student engagement persist. No significant difference was found in instructional practices across gender, although differences emerged in perceived challenges. The study highlights the need for enhanced support systems, focused professional development, and improved instructional conditions to strengthen Araling Panlipunan pedagogy.

Keywords: Araling Panlipunan pedagogy, instructional strategies, teaching effectiveness, classroom challenges, teacher perceptions.

*Corresponding author/ Email: jennifer.dacquil@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502897

Recommended citation:
Francisco, J. D. (2026). Pedagogical practices and challenges in Araling Panlipunan: Evidence from public high schools in San Pablo, Isabela. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 178-185. http://doi.org/10.69651/PIJHSS0502897

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