Author

Doris B. Talamayan*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

In the context of globalization, Social Studies education plays a vital role in developing critically thinking and globally competent learners. However, limited empirical studies have examined the teaching–learning process in Social Studies in public secondary schools, particularly in terms of effectiveness, barriers, and interventions. This study assessed the teaching–learning process in Social Studies in public secondary schools in the San Pablo District using a descriptive research design. Data were collected from 35 Social Studies teachers through a structured questionnaire. Findings revealed that the teaching–learning process is generally very effective, particularly in teacher competence (M = 4.40), teaching strategies (M = 4.22), and assessment tools (M = 4.28). However, learning materials were only rated adequate (M = 3.41), and administrative and supervisory support was moderate (M = 3.88). Barriers were minimal, while teachers frequently implemented interventions (M = 4.14). The study highlights the need to strengthen instructional resources and sustain professional development.

Keywords: Teaching–learning process, Social Studies, teacher competence, teaching strategies, learning materials, assessment tools.

*Corresponding author/ Email: doristalamayan481@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502959

Recommended citation:
Talamayan, D. B. (2026). An assessment of the teaching-learning process in social studies in public secondary schools in the San Pablo District. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1060-1065. http://doi.org/10.69651/PIJHSS0502959

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