Author
Jaycar S. Ubiña*
Northeastern College, Santiago City, Isabela, Philippines
Abstract
Araling Panlipunan plays an important role in developing learners’ knowledge, critical thinking, and civic awareness. However, despite the goals of the K to 12 curriculum, some learners continue to experience difficulties in understanding and applying historical, geographical, and civic concepts. This study determined the achievement levels and learning difficulties of Grade 4 pupils in Araling Panlipunan 4 in the public elementary schools of Solana, Cagayan, and examined the interventions employed by teachers and the relationship between achievement and learning difficulties. Using a descriptive-correlational design, the study involved 34 Grade 4 teachers selected through purposive sampling. Data were gathered through a questionnaire, documentary analysis, and unstructured interviews. The findings showed that pupils had strong achievement across cognitive domains, while reported learning difficulties were generally manageable. Teachers also rated their instructional interventions as effective. No significant relationship was found between achievement and learning difficulties. The study recommends sustaining effective practices while strengthening support for specific areas of difficulty.
Keywords: Araling Panlipunan, Grade 4 pupils, achievement level, learning difficulties, instructional interventions.
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05031420
Recommended citation:
Ubiña, J. S. (2026). Achievement and learning difficulties in Araling Panlipunan among Grade 4 pupils: Evidence from the Philippines. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 2675-2686. http://doi.org/10.69651/PIJHSS05031420
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