BEST TEACHING PRACTICES FOR GRADE 8 ARALING PANLIPUNAN IN BOLINAO DSITRICT, PANGASINAN

Registration ID: IJNRD_303864

Published ID: IJNRD2502158

: Click Here to Get

About Hard Copy and Transparent Peer Review Report

MARIELA C. DAMASO

KINDER-MANAGEMENT

Statement of the Problem This study used descriptive-cross sectional correlation research design with 22 teacher-respondents and 15 school-head respondents to determine the best practices of teachers in teaching of Grade 8 Araling Panlipunan. It measured the profile, the level of practice of the teachers as perceived by the teachers themselves and by their school heads, and the degree of seriousness of the problems encountered by the teacher-respondents. It utilized a questionnaire as a research instrument in gathering the needed data. The collected data were statistically treated using percentage and ranking, weighted mean, Mann-Whitney U-test and Fisher's exact test. The study revealed that most respondents were middle-aged female teachers in Teacher III positions, many of whom had attended relevant seminars. Both teacher and school head evaluations indicated high levels of teaching practice, particularly in the areas of interactive and student-centered strategies. However, teacher respondents rated their own practices higher than school heads did, especially regarding contextualization, promoting student technology use, and providing targeted feedback. Statistically significant differences were found in these areas. Gender was also a factor, with male teachers reporting higher usage of differentiated instruction, group activities, and technology compared to female teachers. No significant associations were observed between teaching practices and other demographic variables such as age, position, or training participation. In addition to quantitative data, thematic analysis of teacher and school head responses identified notable best practices. These included the use of interactive learning tools, such as videos, games, and PowerPoint presentations, which one teacher highlighted as a way to "keep students engaged." Teachers also emphasized a variety of activities to meet diverse learning needs, with one describing the benefit of "using a variety of activities" to reach students more effectively. Gamification, contextualized teaching, and collaborative activities were also frequently mentioned, with teachers noting how these methods help make lessons enjoyable and relatable to students' everyday experiences. Challenges faced by teachers were generally minor, with technology utilization posing a moderate challenge. Based on the findings, an action plan is proposed which focuses on key areas such as instructional planning, lesson delivery, technology integration, and institutional support, with targeted activities designed to further enhance teaching strategies, technology integration, and competency-based practices in Araling Panlipunan instruction. Recommendations include sharing best practices across schools, fostering professional development, and expanding research to validate these findings across other divisions. TABLE OF CONTENTS TITLE PAGE...................................................................................................i APPROVAL SHEET……………………………………………………………….ii ACKNOWLEDGEMENT……………………………………………………….… iii DEDICATION …………………………………………………… ……………….iv ABSTRACT…………………………………………………………………...……vii TABLE OF CONTENTS ………………………………………………………….x LIST OF FIGURES………………………………..…………………………….…xiii LIST OF TABLES……………………………………………………………….….xiv CHAPTER 1 – THE PROBLEM 1 Rationale......................................................................................... 1 Theoretical Framework ……………………………… 6 Conceptual Framework……………………………………… …. 11 Research Paradigm 12 Statement of the Problem...................................................... 15 Hypotheses of the Study........................................................ 16 Scope and Delimitation of the Study.................................. 16 Significance of the Study.................................................... ... 17 Definition of Terms..................................................................... 18 CHAPTER 2 – METHODOLOGY Research Design.......................................... ................................ 22 Sources Of Data.................................................. ................ 22 Instrumentation and Data Collection....................... ....... 24 Tools for Data Analysis 25 Ethical Considerations…………………………… ………...…. 27 CHAPTER 3 – RESULTS AND DISCUSSIONS 28 Profile of the Teacher-Respondents ...................................................28 Level of Practice of the Grade 8 Araling Panlipunan Teaches as they Perceived by the Teachers Themselves…………....33 Level of Practice of the Grade 8 Araling Panlipunan Teaches as they Perceived by the School Heads……………… …..43 Differences on the Perceived Level of Practices of Araling Panlipunan 8 Teachers and the Perception of School Heads for the Teachers…………………………………… ….50 Relationship of the Level of Practice of Araling Panlipunan 8 Teachers and their Profile Variables………………...…60 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in Teaching………………83 Proposed Plan of Action to Address the Needs of Grade 8 Araling Panlipunan Teachers……………………………...….91 CHAPTER 4 – SUMMARY,CONCLUSIONS AND RECOMMENDATIONS Summary ......................................................................... .............. 112 Conclusion …………………………………………………… ……... 121 Recommendations……………………………………….……… …. 123 REFERENCES……………………………………………………………….. 124 APPENDICES………………………………………………………………….. 128 A. Letter of Request to Conduct the Study 129 B. Questionnaire for Teacher-Respondents 130 C. Questionnaire for School Head-Respondents 138 D. Test of Reliability of the Indicators for Part II 144 CURRICULUM VITAE …………………………………………………………. 150 LIST OF FIGURES Figure Title Page 1 Theoretical Framework 5 2 Research Paradigm 12 3 Map of Pangasinan 23 LIST OF TABLES Table Title Page 1 Distribution of the Respondent-Teachers and School Heads 22 2.1 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to Age 29 2.2 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to Sex 30 2.3 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to Teaching Position 31 2.4 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to their Participation to Relevant Training/s 32 3.1 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to Teaching Strategies 35 3.2 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Utilization of Technology 37 3.3 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Emphasis on Learning Competencies 40 3.4 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to Teaching Strategies as Perceived by the School Heads 44 3.5 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Utilization of Technology as Perceived by the School Heads 48 3.6 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Emphasis on Learning Competencies as Perceived by the School Heads 52 4.1 Cross tabulation of the Perceived Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and the Perception of their School Heads 58 4.2 Significant Difference on the Perceived Level of Practice on Teaching Strategies among the Araling Panlipunan 8 Teachers and the Perception of their School Heads 60 4.3 Cross tabulation of the Perceived Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and the Perception of their School Heads 61 4.4 Significant Difference on the Perceived Level of Practice on Technology Utilization among the Araling Panlipunan 8 Teachers and the Perception of their School Heads 64 4.5 Cross tabulation of the Perceived Level of Practice on Emphasis on Learning Competencies of Araling Panlipunan 8 Teachers and the Perception of their School Heads 66 4.6 Significant Difference on the Perceived Level of Practice for Emphasis on Learning Competencies among the Araling Panlipunan 8 Teachers and the Perception of their School Heads 68 5.1 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Sex Profile 71 5.2 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Sex Profile 73 5.3 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Sex Profile 76 5.4 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Age Profile 78 5.5 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Age Profile 80 5.6 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Age Profile 83 5.7 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Position Profile 85 5.8 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Position 87 5.9 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Position 89 5.10 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Status of Participation to Relevant Trainings 91 5.11 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Status of Participation to Relevant Trainings 93 5.12 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Position 96 6.1 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Instructional Planning 98 6.2 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Lesson Delivery 100 6.3 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Utilization of Technology in Teaching 102 6.4 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Academic Support Received from the Institution 104 7 Proposed Plan of Action to Enhance the Practices of the Grade 8 Araling Panlipunan Teachers 106 Statement of the Problem This study used descriptive-cross sectional correlation research design with 22 teacher-respondents and 15 school-head respondents to determine the best practices of teachers in teaching of Grade 8 Araling Panlipunan. It measured the profile, the level of practice of the teachers as perceived by the teachers themselves and by their school heads, and the degree of seriousness of the problems encountered by the teacher-respondents. It utilized a questionnaire as a research instrument in gathering the needed data. The collected data were statistically treated using percentage and ranking, weighted mean, Mann-Whitney U-test and Fisher's exact test. The study revealed that most respondents were middle-aged female teachers in Teacher III positions, many of whom had attended relevant seminars. Both teacher and school head evaluations indicated high levels of teaching practice, particularly in the areas of interactive and student-centered strategies. However, teacher respondents rated their own practices higher than school heads did, especially regarding contextualization, promoting student technology use, and providing targeted feedback. Statistically significant differences were found in these areas. Gender was also a factor, with male teachers reporting higher usage of differentiated instruction, group activities, and technology compared to female teachers. No significant associations were observed between teaching practices and other demographic variables such as age, position, or training participation. In addition to quantitative data, thematic analysis of teacher and school head responses identified notable best practices. These included the use of interactive learning tools, such as videos, games, and PowerPoint presentations, which one teacher highlighted as a way to "keep students engaged." Teachers also emphasized a variety of activities to meet diverse learning needs, with one describing the benefit of "using a variety of activities" to reach students more effectively. Gamification, contextualized teaching, and collaborative activities were also frequently mentioned, with teachers noting how these methods help make lessons enjoyable and relatable to students' everyday experiences. Challenges faced by teachers were generally minor, with technology utilization posing a moderate challenge. Based on the findings, an action plan is proposed which focuses on key areas such as instructional planning, lesson delivery, technology integration, and institutional support, with targeted activities designed to further enhance teaching strategies, technology integration, and competency-based practices in Araling Panlipunan instruction. Recommendations include sharing best practices across schools, fostering professional development, and expanding research to validate these findings across other divisions. TABLE OF CONTENTS TITLE PAGE...................................................................................................i APPROVAL SHEET……………………………………………………………….ii ACKNOWLEDGEMENT……………………………………………………….… iii DEDICATION …………………………………………………… ……………….iv ABSTRACT…………………………………………………………………...……vii TABLE OF CONTENTS ………………………………………………………….x LIST OF FIGURES………………………………..…………………………….…xiii LIST OF TABLES……………………………………………………………….….xiv CHAPTER 1 – THE PROBLEM 1 Rationale......................................................................................... 1 Theoretical Framework ……………………………… 6 Conceptual Framework……………………………………… …. 11 Research Paradigm 12 Statement of the Problem...................................................... 15 Hypotheses of the Study........................................................ 16 Scope and Delimitation of the Study.................................. 16 Significance of the Study.................................................... ... 17 Definition of Terms..................................................................... 18 CHAPTER 2 – METHODOLOGY Research Design.......................................... ................................ 22 Sources Of Data.................................................. ................ 22 Instrumentation and Data Collection....................... ....... 24 Tools for Data Analysis 25 Ethical Considerations…………………………… ………...…. 27 CHAPTER 3 – RESULTS AND DISCUSSIONS 28 Profile of the Teacher-Respondents ...................................................28 Level of Practice of the Grade 8 Araling Panlipunan Teaches as they Perceived by the Teachers Themselves…………....33 Level of Practice of the Grade 8 Araling Panlipunan Teaches as they Perceived by the School Heads……………… …..43 Differences on the Perceived Level of Practices of Araling Panlipunan 8 Teachers and the Perception of School Heads for the Teachers…………………………………… ….50 Relationship of the Level of Practice of Araling Panlipunan 8 Teachers and their Profile Variables………………...…60 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in Teaching………………83 Proposed Plan of Action to Address the Needs of Grade 8 Araling Panlipunan Teachers……………………………...….91 CHAPTER 4 – SUMMARY,CONCLUSIONS AND RECOMMENDATIONS Summary ......................................................................... .............. 112 Conclusion …………………………………………………… ……... 121 Recommendations……………………………………….……… …. 123 REFERENCES……………………………………………………………….. 124 APPENDICES………………………………………………………………….. 128 A. Letter of Request to Conduct the Study 129 B. Questionnaire for Teacher-Respondents 130 C. Questionnaire for School Head-Respondents 138 D. Test of Reliability of the Indicators for Part II 144 CURRICULUM VITAE …………………………………………………………. 150 LIST OF FIGURES Figure Title Page 1 Theoretical Framework 5 2 Research Paradigm 12 3 Map of Pangasinan 23 LIST OF TABLES Table Title Page 1 Distribution of the Respondent-Teachers and School Heads 22 2.1 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to Age 29 2.2 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to Sex 30 2.3 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to Teaching Position 31 2.4 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to their Participation to Relevant Training/s 32 3.1 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to Teaching Strategies 35 3.2 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Utilization of Technology 37 3.3 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Emphasis on Learning Competencies 40 3.4 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to Teaching Strategies as Perceived by the School Heads 44 3.5 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Utilization of Technology as Perceived by the School Heads 48 3.6 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Emphasis on Learning Competencies as Perceived by the School Heads 52 4.1 Cross tabulation of the Perceived Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and the Perception of their School Heads 58 4.2 Significant Difference on the Perceived Level of Practice on Teaching Strategies among the Araling Panlipunan 8 Teachers and the Perception of their School Heads 60 4.3 Cross tabulation of the Perceived Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and the Perception of their School Heads 61 4.4 Significant Difference on the Perceived Level of Practice on Technology Utilization among the Araling Panlipunan 8 Teachers and the Perception of their School Heads 64 4.5 Cross tabulation of the Perceived Level of Practice on Emphasis on Learning Competencies of Araling Panlipunan 8 Teachers and the Perception of their School Heads 66 4.6 Significant Difference on the Perceived Level of Practice for Emphasis on Learning Competencies among the Araling Panlipunan 8 Teachers and the Perception of their School Heads 68 5.1 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Sex Profile 71 5.2 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Sex Profile 73 5.3 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Sex Profile 76 5.4 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Age Profile 78 5.5 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Age Profile 80 5.6 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Age Profile 83 5.7 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Position Profile 85 5.8 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Position 87 5.9 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Position 89 5.10 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Status of Participation to Relevant Trainings 91 5.11 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Status of Participation to Relevant Trainings 93 5.12 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Position 96 6.1 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Instructional Planning 98 6.2 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Lesson Delivery 100 6.3 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Utilization of Technology in Teaching 102 6.4 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Academic Support Received from the Institution 104 7 Proposed Plan of Action to Enhance the Practices of the Grade 8 Araling Panlipunan Teachers 106 CHAPTER 1 THE PROBLEM Rationale Teaching of Araling Panlipunan in Grade 8 is significant in shaping learners' competence in understanding the history and cultures of the world. It is not just the facts about the past that are taught, but also the ability to communicate and apply these facts in society. Learning history helps learners acquire critical thinking, research, and analytical skills by evaluating historical sources and understanding complex issues. It fosters communication, cultural awareness, chronological understanding, contextualization, interpretive skills, ethical reflection, problem-solving, and collaboration abilities. Learners trained in these skills demonstrate positive impacts on their educational development (Browning & Hohenstein, 2023). Quality teaching ensures learners acquire competencies to become critical thinkers, problem solvers, and contributors to nation-building. Achieving this requires excellent teachers skilled in instructional planning and delivery, engaging strategies, and fostering academic growth (Metzgar, 2023). Teaching tons of information about World History is a struggle for teachers. Effective planning and delivery (Lorbis, 2019), lack of technology (Brown, 2020), and the selection of effective methodologies are some of these challenges. The use of digital storytelling and game-based learning connects theory with practice, enhancing learner engagement (Gillespie, 2022). Similarly, computer-assisted instruction (CAI) improves academic achievement and attitudes (Zhussupbayev et al., 2023). Teachers use instructional strategies to help learners become more independent and tactical learners. These strategies become effective learning strategies when learners handpicked the suitable ones and use them to complete tasks. Instructional strategies can stimulate learners and help them concentrate and merge information for understanding and remembering (Francisco & Celon, 2020). Various strategies in the teaching Araling Panlipunan in Grade 8 has been utilized by the teachers and have promising results. The use of digital storytelling and game-based learning enhances learner engagement and connects theory with practice. By creating a bespoke interactive web series with short videos and choose-your-own-adventure games, learners were immersed in real-world scenarios, aiming to bridge the gap between theory and practice (Gillespie, 2022). This was supported by the study on the use of Computer-Assisted Instruction (CAI) which significantly improves academic achievement, attitudes, and retention in history teaching by enhancing learning outcomes through multimedia materials and interactive applications (Zhussupbayev et al., 2023). The common educational materials and tools used in the past periods include books, notebooks, pen and pencils and blackboards. Today in addition to these traditional educational materials the following ones are also employed when they are available: radio, television, overhead, computers, Internet, CDs, DVDs, interactive board, e-books and e-journals. (Bulut, 2019). An interesting research study was published in 2023, highlights the effectiveness of using narrative nonfiction (NNF) compared to expository text (ET) in teaching World War I concepts to primary-age learners. The findings indicate that NNF enhances chronological and causal thinking skills, leading to better retention of conceptual understanding. Participants who engaged with NNF performed better on post-assessments and questions related to unfamiliar experiences, such as Trench Life. The study highlights the potential of narrative texts as powerful learning tools in history education, suggesting implications for text selection and utilization in the classroom (Browning & Hohenstein, 2023). A study focused on the implementation of the Contextualized Teaching and Learning (CTL) Approach in Grade Two Araling Panlipunan to enhance learners’ understanding and application of concepts showed significant improvement in learners’ mastery of learning competencies in Araling Panlipunan. The results found that teachers perceived CTL as helpful in enhancing learners’ understanding by relating lessons to real-life situations, resulting in significant improvement in learners’ competencies. The study highlighted the importance of integrating real-world contexts, hands-on activities, and collaborative learning to enhance learners’ motivation and learning outcomes (Lorbis, 2019). According to Caloyloy & Tolentino (2019), the use of Remedial Intervention Material (RIMAP) in teaching Araling Panlipunan significantly improved the academic performance of the learners involved in the study. It includes various cards like Guide, Activity, Assessment, Enrichment, and Reference Cards, designed to engage learners, provide practice, assess learning, and offer additional exercises for enhancement. These materials are aligned with short, simple activities to ensure understanding and improvement in academic performance. Another study focuses on determining the most appropriate teaching method for history subject showed that the modular small group discussion method was significantly more effective in improving learners’ performance compared to the lecture discussion method (Joe, 2021). The study recommended to the school administration to support and motivate teachers to use the modular small group discussion method. Despite these research findings, there are noticeable gaps in the literature about the most effective teaching strategies in Araling Panlipunan in Grade 8 especially when applied in a district with different local language spoken. Previous studies focus on primary education, and/or conducted in one school setting only wherein they have used learners and teachers as participants/respondents who are in a group who are easily influenced by each other. There are also fewer studies that have teachers and school heads as the participants/respondents. Moreover, only a few studies address the comprehensive strategies for teaching Araling Panlipunan, particularly in Grade 8. The gaps highlight a crucial need for a study that determines the teaching practices utilized by teachers in teaching the subject and to identify and evaluate the most effective strategies of the mentioned learning area for this specific educational level. It offers a fresh perspective on the existing researches and provide valuable act of bridging gaps on the shortcomings in previous studies. Odey et al., (2024) saw the need to address digital literacy gaps among educators and navigating challenges associated with integrating technology into educational practices effectively, in order to enhance teaching effectiveness and improving learning outcomes in Social Studies among secondary schools. This research aims to fill this gap by exploring innovative and effective teaching practices that can enhance learning outcomes in Grade 8 Araling Panlipunan based on the perception of the teachers from different schools. The study also seeks to gather the perceptions and insights of their school heads as the primary supervisors and overseers of teachers in their respective schools. The relevance of this study lies in its potential to provide a resource for teachers and school administrators to improve teaching strategies, integrate technology effectively, and emphasize critical learning competencies. The research ultimately aims to improve learner learning experience and learning outcomes in Araling Panlipunan in Grade 8. Theoretical Framework The theoretical framework of this research study is based on the existing theories of teaching and learning which are essential in determining and understanding the best practices in teaching Araling Panlipunan in Grade 8, therefore improving the educational process. Learning Araling Panlipunan 8, a subject required in the curriculum for the K to 12 program being offered to learners in the Philippines which tackles lessons in world history, offers various topics to understand the development and interactions of human societies, including ancient civilizations, classical periods, medieval Europe, global exploration and colonization, enlightenment and revolutions, imperialism and global interactions, world wars, the Cold War era, contemporary global issues, and cultural interactions and exchange. Learners studying world history are expected to develop competencies in three learning domains such as: a) cognitive domain- in historical knowledge, global awareness, critical thinking, contextual understanding, and comparative analysis; b) psychomotor domain - research skills, historical interpretation, effective communication; and c) affective domain - empathy and perspective-taking, ethical awareness, and, preparing them to understand and apply historical insights to contemporary issues and global challenges. The need for secondary teachers to be well-equipped and technology-oriented is crucial for providing better learning experiences for the learners (Webber, 2023). Teaching strategies should focus on cultivating cognitive skills, guiding learners from merely acquiring basic knowledge to developing higher-order thinking abilities. For learners, even though the use of variety of strategies to synthesize information and learn, there is an urgent need for teachers to adopt better pedagogies to facilitate meaningful learning. Teachers need to be aware of the different Bloom’s levels available for them and potentially focus more on the higher levels of Bloom’s revised taxonomy (Metzgar, 2023). The teaching of Araling Panlipunan in Grade 8 (World History) requires a multifaceted approach that addresses various cognitive levels to ensure comprehensive understanding and critical thinking among learners. Köksal, Ulum, and Yürük (2023) established that teachers, researchers, and textbook writers should use Bloom's innovative cognitive abilities to enable the learners to enrich texts based on vocabulary, structure, and context. They should also consider using strategies that enable learners to develop their low cognitive skills, standard memory tests, including ability to express themselves in appropriate language and content. Best practices in teaching Araling Panlipunan 8 encompasses effective methods and strategies used in teaching world history which are proven to enhance learner learning and engagement, fostering critical thinking, problem-solving, and addressing diverse learner needs. These practices include active learning, differentiated instruction, formative assessment, clear communication of learning objectives, learner-centered approaches, scaffolding support, collaborative learning, technology integration, culturally responsive teaching, reflective practice, cultivating a positive classroom environment, and making real-world connections. In the Philippines, considering the impact of learning beyond classroom is a valuable input for the enhancement and development of the teacher education curriculum. Educational practices and policies aligned with global and national educational objectives have to be perceived by teachers to address the challenges and opportunities in the teaching and learning process. Recent research finding suggests that there is a need for continued efforts to enhance teacher training and professional development in order to promote the effective use of motivational strategies in Social Studies classrooms (Nkire, 2024). Addressing these challenges could potentially lead to more engaging and meaningful learning experiences for learners, thereby improving overall educational outcome. Learner-centered approaches bring advantages for learners (Letina, 2023). The transformative potential of learner-centered approaches enhanced educational outcomes by fostering critical thinking, autonomy, and lifelong learning skills among learners. Letina (2023) advocates for a shift towards methodologies that prioritize active engagement and the development of competencies essential for success in a dynamic and modern educational landscape. It is advocated for a shift towards methodologies that prioritize active engagement and the development of competencies essential for success in a dynamic and modern educational landscape. Didactic methodology in social studies education, on the other hand, enhances learner engagement, motivation, and academic achievement (Iqbal, Kazmi, 2024) to which benefits are further amplified by the integration of technology. The didactic method emerges as a pivotal strategy, facilitating diverse instructional approaches tailored to enhance learning outcomes and learner motivation, thereby bridging the gap between theoretical knowledge and real-world applications to prepare learners effectively for contemporary challenges through innovative pedagogical frameworks. Zemljak et al., (2024) agreed that the integration of technology as modern and advanced teaching method illustrate a forward-looking perspective on education evolving the roles of educators in shaping future learning environments. Odey et al., (2024) see the need to address digital literacy gaps among educators and navigating challenges associated with integrating technology into educational practices effectively, in order to enhance teaching effectiveness and improving learning outcomes in secondary schools. Moreover, Technological Pedagogical Content Knowledge (TPACK) Model (Soler-Costa et al., 2021) highlights the integration of technology, pedagogy, and content knowledge in teaching which is relevant for understanding how teachers can effectively use technology to enhance their teaching of Araling Panlipunan. Technology has evolved from being a mere option or possibility to becoming an integral part of several educational institutions (Miguel-Revilla et al., 2020). Among the prevalent motives for this transition is the want for pedagogical change for better learning outcomes (Vegas et al., 2019). This theoretical framework has highlighted the essential theories of teaching and learning that determine the best practices in teaching Araling Panlipunan in Grade 8, which is geared at aiming to improve the educational process. The figure summarizes the theoretical framework supportive to the present study. The figure above shows the framework summarizing the theories and related researches with their relationship as indicated by the boxes, line and arrow. The subject Araling Panlipunan 8 is a required subject in Grade 8 as part of the K-12 education program in the Philippines. Various lessons are included in Araling Panlipunan 8 such as ancient civilization, classical and medieval world periods, world wars and the Cold War, global culture, interaction and exchange and international contemporary issues. Teaching Araling Panlipunan 8 expects learners to learn the competencies of becoming critical thinkers, researchers, effective communicators and enablers to understand global trends and issues. In achieving these competencies, the role of the teachers is significant. The use of various pedagogical approaches and techniques such as considering higher Bloom’s taxonomy in teaching, learner-centered approach, didactic methods of teaching, TPACK and other teaching practices are crucial to motivate learners, engage actively and the develop the competencies essential for success in a dynamic and modern educational landscape. However, there are challenges along the way. Problems encountered by teachers hampering better learning teaching-learning outcomes include the unchallenging and traditional pedagogies, lack of technology resources and digital literacy, Conceptual Framework The legal basis of this study is mainly anchored in the Section 1 of Article 14 of the 1987 Philippine Constitution which states “the state shall protect and promote the right of all the citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all”. It is further reiterated in the Republic Act No. 9155 (Governance of Basic Education Act of 2001) Section 2. Declaration of Policy: "It is hereby declared the policy of the State to protect and promote the right of all citizens to quality basic education and to make such education accessible to all by providing all Filipino children a free and compulsory basic education in the elementary and high school level.", which mandates the educational sector to provide not just free but quality education. Quality education can be attained by employing the most effective teaching strategies in all learning areas. Teachers use different pedagogical techniques, often conventional teaching practices, and sometimes unorthodox pedagogies. The goal of every teacher is to maximize learning and to meet their learning objectives in every session of teaching in accordance to their lesson plan or daily lesson log which can be reflected by using assessments (DepEd Order No. 8, s. 2015 or the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program). Research Paradigm Figure 2 in page 14 presents the research paradigm of the study. It consists of input, process and output. The study focuses on gathering comprehensive data regarding Grade 8 Araling Panlipunan teachers such as their socio-economic profile and relevant trainings attended. Further, the research explores the perceived level of practice among these teachers as assessed by both the teachers and school heads. This assessment includes teaching pedagogies, utilization of technology, and emphasis on learning competencies. Additionally, the research seeks to look into any perceived differences in the level of practice between teachers and school heads, identify the relationship between teachers' level of practice and their profile characteristics, and identify the primary challenges encountered by Grade 8 Araling Panlipunan teachers. The process involves several key steps to gather, analyze, and interpret data collected. It consists of utilizing statistical methods to analyze demographic data and survey responses, including comparisons of perceptions between teachers and school heads, correlation analysis between profile characteristics and teaching practices, and thematic analysis of challenges faced, and synthesizing findings to identify effective best teaching practices in Araling Panlipunan for Grade 8 based on the analysis. The output of the study includes the best teaching practices utilized by teachers in teaching Araling Panlipunan for Grade 8. A plan of action shall be developed as part of the output of the research to address identified challenges and problems encountered by the Grade 8 Araling Panlipunan teachers. Figure 1: Research Paradigm Statement of the Problem The study aimed to determine the best practices of the teachers teaching Grade 8 Araling Panlipunan in the Districts of Bolinao, SDO I Pangasinan during the school year 2024 – 2025. Specifically, it sought to answer the following sub-problems: 1.What is the profile of the Grade 8 Araling Panlipunan teachers in terms of : 1.1 age; 1.2 sex; 1.3 position; 1.4 highest educational attainment; and 1.5 relevant trainings attended? 2.What is the level of practice of the Grade 8 Araling Panlipunan teachers as perceived by the school heads and teachers themselves as to: 2.1 teaching strategies; 2.2 utilization of technology; and 2.3 emphasis on learning competencies? 3.Is there a significant difference on the level of practice between the Grade 8 Araling Panlipunan teachers as perceived by themselves and the level of practice of these teachers as perceived by the school heads? 4.Is there a significant relationship between the level of practice of the Grade 8 teachers and their profile variables? 5.What is the degree of seriousness of the problems encountered by the Grade 8 Araling Panlipunan teachers in teaching? 6.What plan of action can be proposed to address the needs of the Grade 8 Araling Panlipunan teachers? Hypotheses The following hypotheses are stated in their null form were tested at 0.05 level of significance. 1. There is no significant difference on the level of practice as perceived by the teachers and the school heads on the level of practice in teaching Araling Panlipunan 8. 2. There is no significant relationship between the profile of the respondent-teachers and their level of practice in teaching Araling Panlipunan 8. Scope and Delimitation of the Study This study was delimited to the best practices of teachers in teaching Araling Panlipunan in Grade 8 at Bolinao 1 and 2 Districts, Schools Division Office I Pangasinan during the school year 2024-2025. Using a researcher-developed questionnaire, the data gathered included the profile of the respondent-teachers, their level of practice in teaching the subject as perceived by the school heads and the teachers in terms of teaching strategies, utilization of technology, emphasis on learning competencies, and the problems encountered by the Grade 8 Araling Panlipunan teachers. Significance of the Study The findings of this study will significantly enhance the teaching practices of Grade 8 Araling Panlipunan for the following sectoral groups: School Administrators. The findings of this study will provide school administrators with a comprehensive knowledge which can be used in policy-making, teachers’ training programs, and resources allocation. Grade 8 Araling Panlipunan teachers. This study will offer teachers list of best teaching practices that have been proven effective which can be incorporated into their teaching method for better learning outcomes. Grade 8 learners. Learners will benefit from more effective instructions which can lead to improved understanding and retention of Araling Panlipunan concepts and a higher academic achievement and for them to acquire the learning competencies expected of them. Researcher Herself. As the researcher, this study will enhance her professional growth and expertise in the field of education. Moreover, the knowledge gained in writing a research work had given her guidance, direction in conducting other researches that will help improve the implementation of other learning areas besides Araling Panlipunan in Grade 8. Future Researchers. The results of this study will serve as a valuable resource for future researchers interested in exploring best practices in teaching Araling Panlipunan in other grade level and other learning areas. Definition of Terms The following terms are defined in the context of their use in the study. Araling Panlipunan 8. A subject required in the curriculum for the K-12 program being offered to learners in the Philippines which tackles lessons in world history. Various topics are studied to understand the development and interactions of human societies, including ancient civilizations, classical periods, medieval Europe, global exploration and colonization, enlightenment and revolutions, imperialism and global interactions, world wars, the Cold War era, contemporary global issues, and cultural interactions and exchange. Araling Panlipunan Teachers refers to the educators responsible for teaching Araling Panlipunan subject in the K-12 curriculum, covering a broad range of topics such as history, geography, economics, culture, and government. Best Practices in Teaching Araling Panlipunan 8. It encompasses effective methods and strategies used in teaching world history which are proven to enhance learner learning and engagement, fostering critical thinking, problem-solving, and addressing diverse learner needs. These practices include active learning, differentiated instruction, formative assessment, clear communication of learning objectives, learner-centered approaches, scaffolding support, collaborative learning, technology integration, culturally responsive teaching, reflective practice, cultivating a positive classroom environment, and making real-world connections. Cultural Sensitivity. Emphasize cultural diversity and sensitivity by exploring various perspectives and experiences within world history, promoting empathy and understanding. Current Events and Relevance. Connect world historical events to contemporary issues and global challenges to show learners the relevance and ongoing impact of world history in today's world. Difference is a statistical term indicating that an observed result is unlikely to have occurred by chance, suggesting a specific cause or treatment effect. This is determined through statistical tests (like t-tests, ANOVA, chi-square), p-values, rejection of the null hypothesis, and consideration of both statistical and practical significance, with effect size quantifying the magnitude of the difference. Grade 8 Learners. This refers to the students enrolled in Grade 8 in the Junior High School under the K-12 program typically aged 13 to 14 years old. Inquiry-Based Learning: An educational strategy in which learners of Araling Panlipunan 8 follow methods and practices similar to those of professional scientists. Profile of Araling Panlipunan 8 Teachers. The socio-economic profile of the teachers teaching Araling Panlipunan 8 includes their age, sex, position, highest educational attainment, and relevant trainings attended. These variables will be subjected to test of relationship and test of difference to the level of practices of the teachers in teaching Araling Panlipunan 8. Perceptions in Teaching Araling Panlipunan 8 are about how teachers of this subject feel and think about the way teaching happens, which impacts both how it's done and how it's received. This includes what teachers believe about their own skills and methods, their attitudes toward learners, and their views on the curriculum and policies. It also involves learners’ overall views on education, their attitudes towards learning, and what they expect from teachers and schools. Problems Encountered. These are the issues and concerns being faced by the teachers of Araling Panlipunan 8 and their school heads in terms of teaching strategies, utilization of technology and emphasis on learning competencies. Proposed Action Plan. This refers to the step-by-step guide to reach specific goals or solve particular problems especially those problems faced by Araling Panlipuan 8 teachers with high degree of seriousness based on the perception of teachers and their school heads. The proposed action plan, an expected result of this study, will lay out clear objectives, the actions needed, a timeline for when things should be done, who is responsible for each task, the resources required, and how progress will be measured. Relationship in statistics and research refers to a meaningful association between variables that is unlikely to have occurred by chance, often determined by hypothesis tests indicating a statistically significant connection. Key aspects include the use of statistical tests, the importance of p-values, the rejection of the null hypothesis, the direction and strength of the relationship, and both statistical and practical significance. CHAPTER 2 METHODOLOGY Presented in this chapter are the research design, the sources of data, the locale of the study, population and sampling, instrumentation and data collection, tools for data analysis and ethical considerations. Research Design A descriptive-cross-sectional correlation research design was appropriate for this study (Creswell, 2022). To determine the best practices of teachers teaching Grade 8 Araling Panlipunan in the district of Bolinao, Pangasinan during the school year 2024–2025, the characteristics of the respondent-teachers, their best practices, and problems encountered in teaching were described. Additionally, the significant difference and relationship between the two variables—their profile and level of practices—were determined. Sources of Data The data needed for this study were obtained from the information provided by the Grade 8 Araling Panlipunan teachers in the district of Bolinao, Pangasinan. All teachers teaching this social studies subject were included; thus, complete enumeration was the sampling technique used. The table below shows the distribution of respondents for this study. Table 1 Distribution of the Respondent-Teachers and School Heads School Number of Grade 8 Araling Panlipunan Teachers Number of School Heads Binabalian NHS 1 1 Pilar NHS 1 1 Arnedo NHS 1 1 Bolinao Integrated School 2 1 Balingasay NHS 1 1 Catubig Integrated School 1 1 Catuday NHS 1 1 Dewey NHS 1 1 Ilog-Malino NHS 1 1 Liwa-Liwa Integrated School 2 1 Luciente II NHS 2 1 Luna NHS 2 1 Sampaloc NHS 2 1 Tupa Integrated School 1 1 Zaragoza NHS 3 1 Sub-Total 22 15 TOTAL 37 This study was conducted within the Department of Education, District of Bolinao, Pangasinan. The figure below shows a map indicating the location of Bolinao, Pangasinan, in the province. Figure 3: Map of Pangasinan Teachers teaching Grade 8 Araling Panlipunan in the Department of Education at the District of Bolinao, Pangasinan, constituted the population of the study. Census or complete enumeration was the sampling technique used. As shown in Table 1, there were 15 high schools in the District of Bolinao. All teachers teaching Grade 8 Araling Panlipunan in these 15 national high schools and integrated schools were requested to participate in the study as respondents. Likewise, 15 school heads were also part of the respondents in this study, making a total of 30 respondents who served as the population of the study. Instrumentation and Data Collection A research instrument in the form of a questionnaire was developed based on the specific needs of the study. The contents of the questionnaire include questions aimed at gathering data for the socio-economic profile, the level of practices, and the problems encountered by the respondent-teachers (Appendix A). The questionnaire were available either in print or via Google Forms, depending on the preference of experts and education practitioners in public secondary schools in Bolinao, Pangasinan. To ensure the reliability of the instrument, a pilot test was conducted on the 2nd and 3rd parts of the questionnaire, focusing on the level of practices and the degree of seriousness of the problems encountered. The internal consistency of the instrument was measured using Cronbach’s alpha, with coefficients ranging from .801 to .984 (Appendix C). These results indicate that all the variables included in the qualifying statements for the four dimensions are highly reliable. Therefore, the survey instrument is deemed reliable and can be used effectively for data gathering. Tools for Data Analysis The researcher utilized appropriate statistical tools to yield answers for each of the research questions. For sub-problem 1, frequency and percentages were used to summarize and describe the characteristics of the respondent-teachers. For sub-problems 2 and 5, which dealt with the level of practice of teachers in teaching Araling Panlipunan 8, the mean was utilized. The following five-point rating scale was used to measure the level of the respondents’ practices. Scale Mean Range Descriptive Equivalent Seriousness of Problems 5 4.21 – 5.00 Very Highly Practice (VHP) Very Highly Serious (VHS) 4 3.41 – 4.20 Highly Practice (HP) Very Serious (VS) 3 2.61 – 3.40 Moderately Practice (MP) Moderately Serious (MS) 2 1.81 – 2.60 Fairly Practice (FP) Fairly Serious (FS) 1 1.00 – 1.80 Not Practice (NP) Not Serious (NS) For the sub-problem 3, determining the significant difference between the profile of the respondent-teachers and their level of practice in teaching Araling Panlipunan requires testing a hypothesis. Independent samples T-test was used to measure if differences between the perception of teachers significantly differ with the perception of school heads. The formula is as follows: Where: For the sub-problem 4, the significant relationship between the teachers’ profile and their level of practice was determined using the Pearson Product Moment Correlation (r). The formula is as follows: Where: r = correlation coefficient xi = values of the x-variable in a sample x̄ = mean of the values of the x-variable yi = values of the y-variable in a sample ȳ = mean of the values of the y-variable Ethical Considerations Similar to other social science research, conducting this study demanded strict adherence to ethical considerations to protect participants and uphold the research's integrity. This involved obtaining informed consent, ensuring participants were fully aware of the study's purpose, procedures, risks, and benefits, and allowing them to withdraw at any time without penalty. Permission to conduct the study was sought from the Department of Education, District of Bolinao, Pangasinan. Once approved, the research instrument was subjected to validation by experts prior to the distribution of the questionnaire. Further, maintaining confidentiality and anonymity was crucial to prevent identification and possible harm to the respondents. Causing any form of harm on the part of the researcher was avoided by assessing and minimizing potential risks. Ethical principles such as beneficence, non-maleficence, respect for persons, justice, integrity, and transparency were central, requiring researchers to maximize benefits, avoid harm, treat participants with dignity, ensure fair treatment, and conduct studies honestly. Permission to conduct the study shall be sought from the Department of Education, District of Bolinao, Pangasinan. Once approved, the research instrument shall be subjected to validation from experts prior to the distribution of such questionnaire. Further, maintaining confidentiality and anonymity is crucial to prevent identification and possible harm for the respondents. Causing any form of harm on the part of the researcher must be avoided by assessing and minimizing potential risks. Ethical principles such as beneficence, non-maleficence, respect for persons, justice, integrity, and transparency are central, requiring researchers to maximize benefits, avoid harm, treat participants with dignity, ensure fair treatment, and conduct studies honestly. CHAPTER 3 RESULTS AND DISCUSSION This chapter presents the data gathered, their analysis and discussion in answer to the different sub-problems raised in this study. Part 1. Profile of the Teacher-Respondents The profile of the teacher-respondents is classified by age, sex, teaching position, highest educational attainment, and relevant trainings attended. Age Table 2.1 presents the data gathered from the teacher-respondents. Data revealed that there are 22 teachers of Araling Panlipunan in Grade 8 in the Districts of Bolinao 1 and 2, hence the 22 teacher-respondents ages were included in the study. The age distribution is as follows: 7 teachers are aged between 21-30 years, 14 teachers are between 31-40 years, 1 teacher is aged between 41-50 years, and there are no teachers teaching Araling Panlipunan in Grade 8 in the age ranges of 51-60 and 61-65 years. The average age computed was 31.91 years old indicating that the teaching workforce is relatively young. This suggests a blend of early-career and mid-career professionals, potentially bringing both fresh perspectives and growing experience to the teaching of Araling Panlipunan in Grade 8. Table 2.1 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to Age N = 22 Age Frequency Percentage Rank 41-50 1 4.55% 3 31-40 14 63.64% 1 21-30 7 31.82% 2 Total 22 100.00 % Average Age 31.91 years old Sex Table 2.2 illustrates the sex of the teacher-respondents. The teacher-respondents in the study as revealed by the data gathered regarding their sex profile were 7 or 31.82% males and 15 or 68.18% females. This indicates a female-dominated teaching workforce in the districts of Bolinao 1 and 2 in Grade 8 Araling Panlipunan. This supports the feminization in the teaching profession, since the majority sex of teachers in the Philippines is female (Bongco and Abenes, 2019). Table 2.2 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to Sex N = 22 Sex Frequency Percentage Rank Male 7 31.82% 2 Female 15 68.18% 1 Total 22 100.00 % Teaching Position Table 2.3 presents the teaching positions of the teacher-respondents. The data revealed that 9 respondents, or 40.91%, were Teacher I, 2 respondents, or 9.09%, were Teacher II, and 11 respondents, or 50.00%, were Teacher III. This distribution indicates that the majority of the teacher-respondents hold higher positions, with Teacher III being the most common plantilla item or position. This suggests a relatively experienced teaching force in Grade 8 Araling Panlipunan. Table 2.3 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to Teaching Position N = 22 Teaching Position Frequency Percentage Rank Teacher I 9 40.91% 2 Teacher II 2 9.09% 3 Teacher III 11 50.00%, 1 Total 22 100.00 % Relevant Trainings Attended Table 2.5 indicates the trainings, seminars, and workshops attended by the teacher-respondents. The data indicates that a significant portion of the teacher-respondents, that is 15 out of the 22 teachers, have engaged in professional development activities, particularly in enhancing their teaching methodologies through interactive and innovative approaches. However, a notable percentage of respondents (i.e. 31.82% or 7 out of 22 teachers) have not yet attended any seminars, which corroborates to the relatively young teaching group as indicated in table 1, and such suggests a potential area for further growth and development within the teaching force. Table 2.4 Profile of the Teacher-Respondents Teaching Araling Panlipunan in Grade 8 as to their Participation to Relevant Training/s Training/Seminar/Workshop Frequency Percentage Rank Interactive Video Lessons in Araling Panlipunan 1 4.55% 5.0 Enhancing Teaching Pedagogies in Araling Panlipunan Through the Development of Interactive E-Book on Financial Education 6 27.27% 2.5 Teaching Araling Panlipunan in a Modern Age 2 9.09% 4.0 Innovative Assessment in Araling Panlipunan 6 27.27% 2.5 No Seminar Attended 7 31.82% 1.0 Total 22 100.00% N = 22 Part 2. Level of Practice of the Grade 8 Araling Panlipunan Teachers as Perceived by the Teachers Themselves The level of practice of the Grade 8 Araling Panlipunan teachers as perceived by the teachers themselves is divided to three areas: (1) teaching strategy, (2) utilization of technology and (3) emphasis on learning competencies. Teaching Strategy Table 3.1 presents the level of practice of Grade 8 Araling Panlipunan teachers, as perceived by the teachers themselves, in terms of their teaching strategies. The data reveals that, overall, the teacher-respondents had very highly practiced the five teaching strategies listed in the survey, with an average weighted mean (AWM) of 4.57. They demonstrated very high practice in thoroughly planning and putting significant effort into preparing lesson plans, as indicated by a weighted mean (WM) of 4.64. Additionally, they employed differentiated instruction to address diverse learners (WM = 4.55), incorporated group activities in their lessons (WM = 4.64), used a variety of teaching methods in classroom instruction (WM = 4.55), and consistently contextualized and localized their lessons (WM = 4.45). In terms of their responses, 11 to 13 respondents rated 5 or ‘very highly practiced’ for their level of practice in teaching strategies, while 8 to 11 respondents highly practiced teaching strategies such as thoroughly plan and give much effort in preparing their lesson plans, use differentiated instruction, employ group activities and contextualize and localize my lessons. The findings suggest that Grade 8 Araling Panlipunan teachers actively apply various effective teaching strategies, with an emphasis on thorough lesson planning and the use of interactive methods, such as group activities and differentiated instruction. These results align with the findings of Corpuz and Salandanan (2020), who emphasized that teachers who consistently apply differentiated instruction and contextualized teaching strategies demonstrate better student outcomes. Table 3.1 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to Teaching Strategies N = 22 Teaching Strategies Frequency & Percentage of Responses Weighted Mean (WM) Descriptive Equivalent (DE) Rank VHP (5) HP (4) MP (3) SP (2) NP (1) 1. I thoroughly plan and give much effort in preparing my lesson plan. 12 10 0 0 0 4.55 Very Highly Practiced 1.5 55% 45% 0 0 0 2. I use differentiated instructions to cater my diverse learners. 11 11 0 0 0 4.50 Very Highly Practiced 2.5 50% 50% 0 0 0 3. I employ group activities in my lesson. 13 8 1 0 0 4.55 Very Highly Practiced 1.5 59% 36% 5% 0 0 4. I use variety of teaching methods in my classroom instruction. 11 11 0 0 0 4.50 Very Highly Practiced 2.5 50% 50% 0 0 0 5.I contextualize and localize my lessons. 11 11 0 0 0 4.50 Very Highly Practiced 2.5 50% 50% 0 0 0 Average Weighted Mean 4.52 Very Highly Practiced Legend: 5 - 4.21-5.00 Very Highly Practiced (VHP), 4 - 3.41–4.20 Highly Practiced (HP), 3 – 2.61-3.40 Moderately Practiced (MP), 2 – 1.81-2.60 Fairly Practiced (FP), 1 – 1.00-1.80 Not Practiced (NP) Utilization of Technology Table 3.2 indicates the level of practice of Grade 8 Araling Panlipunan teachers, as perceived by the teachers themselves, in terms of their utilization of technology in teaching. The data revealed that the teacher-respondents highly practiced the use of technology, as indicated by an average weighted mean (AWM) of 4.23. They very highly practiced employing multimedia in their classroom instruction (WM = 4.50) and highly practiced integrating educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students (WM = 4.23). Additionally, they highly practiced using online platforms to assign and collect students' work (WM = 4.09), employing digital assessment tools to provide instant feedback and track student progress more efficiently (WM = 4.00), and encouraging students to use technology to enhance their learning (WM = 4.32). In terms of their responses, 9 to 12 respondents rated 5 or ‘very highly practiced’ for their level of practice in the utilization of technology, while 6 to 13 respondents highly practiced the utilization of technology such as using multimedia classroom instructions, integrating educational apps and online platforms as supplementary teaching methods, online platforms, employing digital assessment tools and encouraging students to use technology to supplement learning. The findings suggest that Grade 8 Araling Panlipunan teachers in the districts of Bolinao Cluster 1 and 2 are effectively incorporating technology into their teaching practices. These results are consistent with the findings of Al-Khalidi (2021), who found that teachers who integrate technology into their classrooms not only improve student engagement but also enhance learning outcomes. Table 3.2 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Utilization of Technology N = 22 Utilization of Technology Frequency & Percentage of Responses Weighted Mean (WM) Descriptive Equivalent (DE) Rank VHP (5) HP (4) MP (3) SP (2) NP (1) 1. I use multimedia in my classroom instructions. 11 11 0 0 0 4.50 Very Highly Practiced 1 50% 50% 0 0 0 2. I integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 9 13 0 0 0 4.41 Very Highly Practiced 3 41% 59% 0 0 0 3. I use online platforms to assign and collect students' work. 9 6 5 2 0 4.00 Highly Practiced 4 41% 27% 23% 9% 0 4. I employ digital assessment tools to provide instant feedback and track student progress more efficiently. 12 10 0 0 0 4.55 Highly Practiced 5 55% 45% 0 0 0 5. I encourage students to use technology to supplement learning. 12 10 0 0 0 4.45 Very Highly Practiced 2 55% 45% 0 0 0 Average Weighted Mean 4.38 Very Highly Practiced Legend: 5 - 4.21-5.00 Very Highly Practiced (VHP), 4 - 3.41–4.20 Highly Practiced (HP), 3 – 2.61-3.40 Moderately Practiced (MP), 2 – 1.81-2.60 Fairly Practiced (FP), 1 – 1.00-1.80 Not Practiced (NP) Emphasis on Learning Competencies Table 3.3 indicates the level of practice of Grade 8 Araling Panlipunan teachers, as perceived by the teachers themselves, in terms of emphasizing learning competencies. The data revealed that the teacher-respondents had very highly practiced emphasizing learning competencies, as indicated by an average weighted mean (AWM) of 4.47. They very highly practiced aligning lesson plans with the DepEd curriculum guide (WM = 4.73), designing assessments that directly measure students’ mastery of the learning competencies (WM = 4.55), providing targeted feedback to help students understand their progress toward meeting the learning competencies (WM = 4.41), reviewing and updating their teaching materials to ensure alignment with current learning competencies and standards (WM = 4.45), and using Individual Learning Monitoring Plans (ILMP) to track learners' progress toward meeting the learning competencies (WM = 4.23). In terms of their responses, 9 to 13 respondents rated 5 or ‘very highly practiced’ for their level of practice in emphasizing learning competencies, while 9 to 12 respondents highly emphasized learning competencies such aligning their lesson plans with the DepEd curriculum guide, designing assessments that directly measure students’ mastery of the learning competencies, providing targeted feedback, reviewing and updating their teaching materials on a regular basis, and using Individual Learning Monitoring Plan (ILMP) to monitor learners’ progress. The findings indicate that Grade 8 Araling Panlipunan teachers prioritize learning competencies in their instructional practices. These results align with the research of Reddy and Zubair (2022), which highlights that teachers who emphasize learning competencies in their teaching practices foster greater student engagement and achievement. Table 3.3 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Emphasis on Learning Competencies N = 22 Emphasis on Learning Competencies Frequency & Percentage of Responses Weighted Mean (WM) Descriptive Equivalent (DE) Rank VHP (5) HP (4) MP (3) SP (2) NP (1) 1. I align my lesson plans with the DepEd curriculum guide. 13 9 0 0 0 4.73 Very Highly Practiced 1 59% 41% 0 0 0 2. I design assessments that directly measure students’ mastery of the learning competencies. 12 10 0 0 0 4.55 Very Highly Practiced 2 55% 45% 0 0 0 3. I provide targeted feedback that helps students understand their progress towards meeting the learning competencies. 10 10 2 0 0 4.41 Very Highly Practiced 4 46% 46% 9% 0 4. I regularly review and update my teaching materials to ensure they are aligned with the current learning competencies and standards. 11 11 0 0 0 4.45 Highly Practiced 3 % % 0 0 0 5. I use Individual Learning Monitoring Plan (ILMP) to monitor my learners progress towards meeting the learning competencies. 9 12 1 0 0 4.23 Very Highly Practiced 5 41% 55% 4% 0 0 Average Weighted Mean 4.47 Very Highly Practiced Legend: 5 - 4.21-5.00 Very Highly Practiced (VHP), 4 - 3.41–4.20 Highly Practiced (HP), 3 – 2.61-3.40 Moderately Practiced (MP), 2 – 1.81-2.60 Fairly Practiced (FP), 1 – 1.00-1.80 Not Practiced (NP) Level of Practice of the Grade 8 Araling Panlipunan Teachers as Perceived by the School Heads The level of practice of the Grade 8 Araling Panlipunan teachers as perceived by the school heads is classified by teaching strategy, utilization of technology, and emphasis on learning competencies. Teaching Strategy Table 3.4 presents the level of practice of Grade 8 Araling Panlipunan teachers, as perceived by the school heads, in terms of their teaching strategies. The data reveal that, overall, the school head-respondents perceived the Grade 8 Araling Panlipunan teachers as highly practicing the five teaching strategies listed in the survey, with an average weighted mean (AWM) of 4.15. School heads observed that teachers very highly practiced thorough planning and put significant effort into preparing lesson plans, as indicated by a weighted mean (WM) of 4.4. Additionally, teachers were perceived to employ differentiated instruction to address diverse learners (WM = 4.2), incorporate group activities in their lessons (WM = 4.2), use a variety of teaching methods in classroom instruction (WM = 4.13), and consistently contextualize and localize their lessons (WM = 3.8). In terms of the frequency of responses, 5 to 8 principals rated the teaching strategies of the Araling Panlipunan 8 teachers as very highly practiced, while 4 to 5 principals gave a rating of highly practiced. There were 2 to 4 principals who rated the teachers’ practices as ‘moderately practiced’. The school heads’ perceptions align with the teacher-respondents’ own assessment of their practices, suggesting consistency between teachers' self-evaluation and external observations in effectively implementing these teaching strategies. Table 3.4 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to Teaching Strategies as Perceived by the School Heads N = 15 Teaching Strategies Frequency & Percentage of Responses Weighted Mean (WM) Descriptive Equivalent (DE) Rank VHP (5) HP (4) MP (3) SP (2) NP (1) 1. Araling Panlipunan 8 teachers thoroughly plan and prepare their lessons. 8 5 2 0 0 4.4 Very Highly Practiced 1 53% 33% 13% 0% 0% 2. Araling Panlipunan 8 teachers employ differentiated instruction to cater to diverse learners. 7 4 4 0 0 4.2 Highly Practiced 2.5 47% 27% 27% 0% 0% 3. Araling Panlipunan 8 teachers regularly implement group activities. 7 4 4 0 0 4.2 Highly Practiced 2.5 47% 27% 27% 0% 0% 4. Araling Panlipunan 8 teachers use a variety of teaching methods. 6 5 4 0 0 4.13 Highly Practiced 4 40% 33% 27% 0% 0% 5. Araling Panlipunan 8 teachers contextualize and localize lessons 5 4 4 2 0 3.8 Highly Practiced 5 33% 27% 27% 13% 0% Average Weighted Mean 4.15 Highly Practiced Legend: 5 - 4.21-5.00 Very Highly Practiced (VHP) 4 - 3.41–4.20 Highly Practiced (HP) 3 – 2.61-3.40 Moderately Practiced (MP) Utilization of Technology Table 3.5 indicates the level of practice of Grade 8 Araling Panlipunan teachers, as perceived by the school heads, in terms of their utilization of technology in teaching. The data revealed, as perceived by the school heads, that their teachers highly practiced the use of technology, as indicated by an average weighted mean (AWM) of 4.12. The school heads perceived that their teachers very highly practiced employing multimedia in their classroom instruction (WM = 4.2) and highly practiced integrating educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students (WM = 4.2). Additionally, they highly practiced using online platforms to assign and collect students' work (WM = 4.33), employing digital assessment tools to provide instant feedback and track student progress more efficiently (WM = 4.53), and encouraging students to use technology to enhance their learning (WM = 3.8). In terms of the frequency of responses, 1 to 7 principals rated the utilization of technology by the Araling Panlipunan 8 teachers as very highly practiced, while 4 to 10 principals gave a rating of highly practiced. There were 1 to 4 principals who rated the teachers’ utilization of technology as ‘moderately practiced’, and there was a principal who rated the utilization of teachers as slightly practice specifically on the integration of educational apps and usage of online platforms for sending and receiving assignments. The findings from the school heads reflect a strong alignment with the self-reported practices of the teacher-respondents, indicating a consistent perception of the effective use of technology in teaching among Grade 8 Araling Panlipunan teachers. Table 3.5 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Utilization of Technology as Perceived by the School Heads N = 15 Utilization of Technology Frequency & Percentage of Responses Weighted Mean (WM) Descriptive Equivalent (DE) Rank VHP (5) HP (4) MP (3) SP (2) NP (1) 1. Araling Panlipunan 8 teachers use multimedia in classroom instruction. 7 4 4 0 0 4.2 Highly Practiced 2.5 47% 27% 27% 0% 0% 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 5 7 2 1 0 4.07 Highly Practiced 4 33% 47% 13% 7% 0.% 3. Araling Panlipunan 8 teachers utilize online platforms to assign and collect students' work 6 7 1 1 0 4.2 Highly Practiced 2.5 40% 47% 7% 7% 0% 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. 6 8 1 0 0 4.33 Very Highly Practiced 1 40% 53% 7% 0% 0% 5. Araling Panlipunan 8 teachers encourage students to use technology to enhance their learning experience. 1 10 4 0 0 3.8 Highly Practiced 5 7% 67% 27% 0% 0% Average Weighted Mean 4.12 Highly Practiced Legend: 5 - 4.21-5.00 Very Highly Practiced (VHP), 4 - 3.41–4.20 Highly Practiced (HP), Emphasis on Learning Competencies Table 3.6 indicates the level of practice of Grade 8 Araling Panlipunan teachers, as perceived by the school heads, in terms of emphasizing learning competencies The data revealed that, as perceived by the school heads, Grade 8 teachers place significant emphasis on learning competencies, with an average weighted mean (AWM) of 4.21. School heads observed that teachers very highly practiced aligning lesson plans with the DepEd curriculum guide (WM = 4.47), designing assessments that directly measure students’ mastery of learning competencies (WM = 4.27), providing targeted feedback to help students understand their progress toward these competencies (WM = 4.33), and reviewing and updating teaching materials to ensure alignment with current standards (WM = 4.27). Teachers were also observed to highly practice using Individual Learning Monitoring Plans (ILMP) to track students' progress toward meeting the learning competencies (WM = 3.73). In terms of the frequency of responses of the principal-respondents, 1 to 8 of them rated the emphasis on learning competencies by the Araling Panlipunan 8 teachers as very highly practiced, while 5 to 9 principals gave a rating of highly practiced. There were 1 to 5 principals who rated the teachers’ level of practice as as ‘moderately practiced’, and there was a principal who rated ‘slightly practice’ for ‘providing targeted feedback to help students understand their progress toward meeting the learning competencies’. The perceptions of the school heads align closely with the self-reported practices of the teachers themselves, indicating a shared recognition of the significance of emphasizing learning competencies in their instructional approaches. Table 3.6 Level of Practice of the Grade 8 Araling Panlipunan Teachers as to the Emphasis on Learning Competencies as Perceived by the School Heads N = 15 Emphasis on Learning Competencies Frequency & Percentage of Responses Weighted Mean (WM) Descriptive Equivalent (DE) Rank VHP (5) HP (4) MP (3) SP (2) NP (1) 1. Araling Panlipunan 8 teachers align lessons with DepEd curriculum. 8 6 1 0 0 4.47 Very Highly Practiced 1 53% 40% 7% 0% 0% 2. Araling Panlipunan 8 teachers design assessments that directly measure students’ mastery of the learning competencies. 7 5 3 0 0 4.27 Very Highly Practiced 3.5 47% 33% 20% 0% 0% 3. Araling Panlipunan 8 teachers provide targeted feedback to help students understand their progress toward meeting the learning competencies. 8 5 1 1 0 4.33 Very Highly Practiced 2 53% 33% 7% 7% 0% 4. Araling Panlipunan 8 teachers regularly review and update their teaching materials to ensure alignment with current learning competencies and standards. 6 7 2 0 0 4.27 Very Highly Practiced 3.5 40% 47% 13% 0% 0% 5. Araling Panlipunan 8 teachers use the Individual Learning Monitoring Plan (ILMP) to monitor learners' progress toward meeting the learning competencies. 1 9 5 0 0 3.73 Highly Practiced 5 7% 60% 33% 0% 0% Average Weighted Mean 4.21 Very Highly Practiced Legend: 5 - 4.21-5.00 Very Highly Practiced (VHP), 4 - 3.41–4.20 Highly Practiced (HP), 3 – 2.61-3.40 Moderately Practiced (MP), 2 – 1.81-2.60 Fairly Practiced (FP), 1 – 1.00-1.80 Not Practiced (NP) Findings In addition to the quantitative data collected from the teachers and the school heads, a thematic analysis of their written responses revealed several key practices they employ in the teaching of Araling Panlipunan. The teachers emphasized the importance of interactive and student-centered teaching strategies. Some of the notable practices include: Interactive Learning Tools: Several teachers emphasized the use of interactive videos, games, and PowerPoint presentations as part of their teaching strategies. For example, one teacher shared, "Using interactive videos, games, and PowerPoint for interactive learning" to keep the students engaged. Variety of Activities: Teachers often mentioned the incorporation of a variety of activities as their teaching strategy. One teacher explained, "Using a variety of activities," suggesting that offering different types of learning experiences can help in addressing the diverse needs of students. Gamification: A number of teachers highlighted the importance of the use of games and gamified activities. A teacher shared, "Using methods like Gamified activities," emphasizing how these methods can make learning enjoyable while maintaining focus on the lesson’s objectives. Contextualized Teaching: Several responses indicated that contextualized teaching is a common best practice among the teachers. For instance, one teacher stated, "Provide contextualized teaching, provide guidance and support," while another mentioned, "Using Real World Situation Activities," which shows that teachers aim to relate lessons to the students' everyday experiences. Group Activities and Collaboration: Collaborative activities were mentioned frequently as an effective teaching strategy. One teacher noted, "Collaborative activities, presentations etc." This suggests that teachers value group work as a means to foster teamwork and communication among students. Part 3. Differences on the Perceived Level of Practices of Araling Panlipunan 8 Teachers and the Perception of School Heads for the Teachers. To answer the sub-problem number 3, cross tabulation tables and testing the significant differences between the perception of teachers and the school heads on the (a) teaching strategies, (b) technology utilization and (3) emphasis on learning competencies as performed by the Araling Panlipunan 8 teachers were determined using Independent-samples T-test. A.Teaching Strategies of the Araling Panlipunan 8 Teachers Table 4. 1 shows the cross tabulation between the responses of the teaches in handling their Araling Panlipunan 8 subject in terms of teaching strategies and the perception of school heads on the level of practices of these teachers. The table shows higher perceived level of practice in teaching strategies on the part of the teachers themselves than the perception of the school heads. The perception of teachers range from 4.50 to 4.55 in terms of the weighted mean, while for the school heads, the perceived level ranges from 3.80 to 4.40 for the teaching strategies employed by the Araling Panlipunan 8 teachers. With the five indicators, the second, third, fourth and fifth indicators got relatively lower descriptive rating from the school heads (that is, highly practiced) than the descriptive rating given by the teachers themselves (that is very highly practiced). Table 4.1 Cross tabulation of the Perceived Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and the Perception of their School Heads Teaching Strategies Level of Practice based on Frequency, Percentage & AWM of Responses (T – Teachers (N=22) ; SH – School Heads (N=8) VHP (5) HP (4) MP (3) SP (2) NP (1) AWM &DE T SH T SH T SH T SH T SH T SH 1. Araling Panlipunan 8 teachers thoroughly plan and prepare their lessons. 12 55% 8 53% 10 45% 5 33% 0 0% 2 13% 0 0% 0 0% 0 0% 0 0% 4.55 (VHP) 4.40 (VHP) 2. Araling Panlipunan 8 teachers employ differentiated instruction to cater to diverse learners. 11 50% 7 47% 11 50% 4 27% 0 0% 4 27% 0 0% 0 0% 0 0% 0 4.50 (VHP) 4.2 (HP) 3. Araling Panlipunan 8 teachers regularly implement group activities. 13 59% 7 47% 8 36% 4 27% 1 5% 4 27% 0 0% 0 0% 0 0% 0 0% 4.55 (VHP) (HP) 4. Araling Panlipunan 8 teachers use a variety of teaching methods. 11 50% 6 40% 11 50% 5 33% 0 0% 4 27% 0 0% 0 0% 0 0% 0 0% 4.50 (VHP) 4.13 (HP) 5. Araling Panlipunan 8 teachers contextualize and localize lessons. 11 50% 5 33% 11 50% 4 27% 0 0% 4 27% 0 0% 2 0 0% 0 0% 4.50 (VHP) 3.8 (HP) It can be gleaned from Table 4.2 the statistical results in determining the significant differences between the perception of teachers and school heads on the level of practice of the Araling Panlipunan 8 in terms of teaching strategies. Out of the five indicators, four indicators show significant differences as indicated by their T statistics and p-value of lower than the level of significance (0.05). This means that the teachers rated their level of practice significantly higher than their immediate supervisors in terms of identifying clear lessons while carefully linking activities to them, thoroughly planning and preparing their lessons, using a variety of teaching methods and contextualizing to localize lessons. Table 4.2 Significant Difference on the Perceived Level of Practice on Teaching Strategies among the Araling Panlipunan 8 Teachers and the Perception of their School Heads Teaching Strategies t statistics df P-value Remark 1. Araling Panlipunan 8 teachers identify clear lessons while carefully linking activities to them. 7.224 35 0.000 Significant 2. Araling Panlipunan 8 teachers thoroughly plan and prepare their lessons. 8.172 35 0.000 Significant 3. Araling Panlipunan 8 teachers regularly implement group activities 0.336 35 0.739 Not Significant 4. Araling Panlipunan 8 teachers use a variety of teaching methods. 2.695 35 0.011 Significant 5. Araling Panlipunan 8 teachers contextualize to localize lessons. 5.271 35 0.000 Significant B. For Technology Utilization of the Araling Panlipunan 8 Teachers Table 4. 3 shows the cross tabulation between the responses of the teaches in handling their Araling Panlipunan 8 subject in terms of technology utilization and the perception of school heads on the level of practices of these teachers. The table shows higher perceived level of practice in teaching strategies on the part of the teachers themselves than the perception of the school heads. The perception of teachers range from 4.00 to 4.55 in terms of the weighted mean, while for the school heads, the perceived level ranges from 3.80 to 4.33 for the technology utilization among the Araling Panlipunan 8 teachers. With the five indicators, the second and fifth indicators got relatively lower descriptive rating from the school heads (that is, highly practiced) than the descriptive rating given by the teachers themselves (that is very highly practiced). However, for the third indicator, the perception of the school heads (AWM: 4.20) is higher than the teachers’ perception (4.00). Table 4.3 Cross tabulation of the Perceived Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and the Perception of their School Heads Technology Utilization Level of Practice based on Frequency, Percentage & AWM of Responses ( T – Teachers (N=22) ; SH – School Heads (N=8) VHP (5) HP (4) MP (3) SP (2) NP (1) AWM &DE T SH T SH T SH T SH T SH T SH 1. Araling Panlipunan 8 teachers use multimedia in classroom instruction. 11 50% 7 47% 11 50% 4 27% 0 0% 4 27% 0 0% 0 0% 0 0% 0 0% 4.50 (VHP) 4.20 (VHP) 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 9 41% 5 33% 13 59% 7 47% 0 0% 2 13% 0 0% 1 7% 0 0% 0 0% 4.41 (VHP) 4.07 (HP) 3. Araling Panlipunan 8 teachers utilize online platforms to assign and collect students' work 9 41% 6 40% 6 27% 7 47% 5 23% 1 7% 2 9% 1 7% 0 0% 0 0% 4.00 (HP) 4.2 (HP) 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. 12 55% 6 40% 10 45% 8 33% 0 0% 1 7% 0 0% 0 0% 0 0% 0 0% 4.55 (VHP) 4.33 (VHP) 5. Araling Panlipunan 8 teachers encourage students to use technology to enhance their learning experience. 12 55% 1 7% 10 45% 10 67% 0 0% 4 27% 0 0% 0 0% 0 0% 0 0% 4.45 (VHP) 3.8 (HP) In Table 4.4 the statistical results in determining the significant differences between the perception of teachers and school heads on the level of practice of the Araling Panlipunan 8 in terms of technology utilization. Of the five indicators, the first, fourth and fifth indicators show significant difference as indicated by the p-values lower than the alpha level which is 0.05. The teachers rated their level of practice in terms of technology significantly higher than the perception of the school heads. This indicates that the Araling Panlipunan 8 teachers use multimedia in classroom instruction, employ digital assessment tools to provide instant feedback and track student progress more efficiently encourage students to use technology to enhance their learning experience. Table 4.4 Significant Difference on the Perceived Level of Practice on Technology Utilization among the Araling Panlipunan 8 Teachers and the Perception of their School Heads Teaching Strategies t statistics df P-value Remark 1. Araling Panlipunan 8 teachers use multimedia in classroom instruction. 6.935 35 0.000 Significant 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 0.932 35 0.358 Not Significant 3. Araling Panlipunan 8 teachers utilize online platforms to assign and collect students' work 1.345 35 0.187 Not Significant 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently 5.899 35 0.000 Significant 5. Araling Panlipunan 8 teachers encourage students to use technology to enhance their learning experience. 5.370 35 0.000 Significant C. Emphasis on Learning Competencies of the Araling Panlipunan 8 Teachers Table 4.5 shows the cross tabulation between the responses of the teachers in handling their Araling Panlipunan 8 subject in terms of emphasis of learning competencies and the perception of school heads on the level of practices of these teachers. The table shows a higher perceived level of practice in teaching strategies on the part of the teachers themselves than the perception of the school heads. The perception of teachers range from 4.23 to 4.73 in terms of the weighted mean, while for the school heads, the perceived level ranges from 3.73 to 4.47 for the emphasis on learning among the Araling Panlipunan 8 teachers. All the five indicators got relatively lower descriptive rating from the school heads (that is, highly practiced) than the descriptive rating given by the teachers themselves (that is very highly practiced). Table 4.5 Cross tabulation of the Perceived Level of Practice on Emphasis on Learning Competencies of Araling Panlipunan 8 Teachers and the Perception of their School Heads Emphasis on Learning Competencies Level of Practice based on Frequency, Percentage & AWM of Responses (T – Teachers (N=22) ; SH – School Heads (N=8) VHP (5) HP (4) MP (3) SP (2) NP (1) AWM &DE T SH T SH T SH T SH T SH T SH 1.Araling Panlipunan 8 teachers align lessons with DepEd curriculum. 13 59% 8 53% 9 41% 6 40% 0 0% 1 7% 0 0% 0 0% 0 0% 0 0% 4.73 (VHP) 4.47 (VHP) 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 12 55% 7 47% 10 45% 5 33% 0 0% 3 20% 0 0% 0 0% 0 0% 0 0% 4.55 (VHP) 4.27 (HP) 3.Araling Panlipunan 8 teachers design assessments that directly measure students’ mastery of the learning competencies. 10 46% 8 53% 10 46% 5 33% 2 9% 1 7% 0 0% 1 7% 0 0% 0 0% 4.41 (HP) 4.33 (HP) 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. 11 50% 6 40% 11 50% 8 33% 0 0% 1 7% 0 0% 0 0% 0 0% 0 0% 4.45 (VHP) 4.27 (VHP) 5.Araling Panlipunan 8 teachers provide targeted feedback to help students understand their progress toward meeting the learning competencies. 9 41% 1 7% 12 55% 9 60% 1 4% 5 33% 0 0% 0 0% 0 0% 0 0% 4.23 (VHP) 3.73 (HP) In table 4.6 the statistical results in determining the significant differences between the perception of teachers and school heads on the level of practice of the Araling Panlipunan 8 in terms of emphasis on learning competencies. Out of the five indicators, the fourth and fifth indicators show significant difference as indicated by the p-value of .001 and .006, respectively. The teachers rated their level of practice significantly higher than the perception of the school heads in terms of employing digital assessment tools to provide instant feedback and tracking student progress more efficiently and provide targeted feedback to help students understand their progress toward meeting the learning competencies. Table 4.6 Significant Difference on the Perceived Level of Practice on Emphasis on Learning Competencies of Araling Panlipunan 8 Teachers and the Perception of their School Heads Teaching Strategies t statistics df P-value Remark 1. Araling Panlipunan 8 teachers align lessons with DepEd curriculum. 1.279 35 0.209 Not Significant 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 2.005 35 0.053 Not Significant 3. Araling Panlipunan 8 teachers design assessments that directly measure students’ mastery of the learning competencies. 1.654 35 0.107 Not Significant 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. 3.683 35 0.001 Significant 5.Araling Panlipunan 8 teachers provide targeted feedback to help students understand their progress toward meeting the learning competencies. 2.938 35 0.006 Significant Part 4. Relationship of the level of practice of Araling Panlipunan 8 Teachers and their profile variables A. For the Sex Profile Table 5.1 shows the statistical outputs measuring the relationship between the variables sex profile of the respondents and their level of practice in teaching strategies. The Fisher’s Exact test, a non-parametric test was used to determine the relationship of the two variables because of the following reasons: 1) the number of respondents is low, i.e. only 22; 2) the distribution of data for the level of practice is not normally distributed (see normality test results in appendix 2); and 3) there are expected values that are lower than 5 (see results at the appendix 3). For the effect size of indicators, the Phi or Cramer’s V indicates the effect size of the significant association of an indicator on the level of practice to the teachers’ sex profile. For the five indicators for the level of practice in teaching strategies, the second and third indicators show significant relationship to the sex profile of the teacher-respondents. The “Araling Panlipunan 8 teachers employ differentiated instruction to cater to diverse learners” is associated to their sex profile as indicated by the Likelihood ratio of 13.101 and p-value .004 with effect size Phi = .683. Based on the observed table, 11 out of 15 female teachers rated 4 or ‘high practice’, while 7 out of 7 male teachers gave a rating of 5 or ‘very highly practice’. This finding (see appendix 4) suggests that male teachers had higher level of practice than their female counterparts in employing differentiated instruction to cater to diverse learners. Moreover, the Araling Panlipunan 8 teachers’ practice of regularly implementing group activities is associated to their sex profile as well, as indicated by the Fisher’s Exact Test of 7.025 and p-value .027 with effect size Cramer’s V = .568. Based on the observed table, all males (i.e. 7 out of 7) rated their practice as very highly practice, while 8 out of 15 female teachers gave a rating of 4 or ‘highly practiced’ This finding (see appendix 5) suggests that male teachers had higher level of practice than their female counterparts implementing group activities regularly. Table 5.1 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Sex Profile N = 22 Teaching Strategies Fisher’s Exact Test/ LikelihoodRatio df p-value Effect Size Remarks Phi Cramers-V 1. Araling Panlipunan 8 teachers thoroughly plan and prepare their lessons. 4.384 1 .074 - - Not Significant 2. Araling Panlipunan 8 teachers employ differentiated instruction to cater to diverse learners. 13.101 1 .004 683 - Significant 3. Araling Panlipunan 8 teachers regularly implement group activities. 9.577 2 .008 - .568 Significant 4. Araling Panlipunan 8 teachers use a variety of teaching methods. 5.661 1 .063 - - Not Significant 5. Araling Panlipunan 8 teachers contextualize and localize lessons. 5.661 1 .063 - - Not Significant Table 5.2 shows the statistics outputs measuring the relationship between the variables sex profile of the respondents and their level of practice in technology utilization. Among the five indicators on the level of practice of teachers in technology utilization, the third, fourth and fifth indicators show significant relationship to the sex profile of the teacher-respondents. The “Araling Panlipunan 8 teachers utilize online platforms to assign and collect students' work” is associated to their sex profile as indicated by the Fisher’s Exact statistics of 7.519 and p-value .029 with effect size Cramer’s V = .637. Based on the observed table, more males had higher level of practice (6 males rated VHP and 1 male rated HP) than their female counterparts (3 female teachers rated VHP, 5 rated HP, 5 rated MP and 2 gave a rating of SP). This finding (see appendix 6) suggests that male teachers had higher level of practice than their female counterparts in utilizing online platforms to assign and collect students' work. Also, the practice of the teachers in “employing digital assessment tools to provide instant feedback and track student progress more efficiently” is associated to their sex profile as well, as indicated by the Likelihood ratio of 11.221 and p-value .005 with effect size Cramer’s V = .624. Based on the observed table, all males (i.e. 7 out of 7) rated their practice as very highly practiced, while 5 out of 15 female teachers gave a rating of 5 or ‘very highly practiced’ and 8 of them gave a rating of 4 or ‘highly practiced’. This suggests that male teachers had higher level of practice than their female counterparts in employing digital assessment tools. Further, the practice of the teachers in “encouraging students to use technology to enhance their learning experience” is associated to their sex profile as well, as indicated by the Likelihood ratio of 7.177 and p-value .020 with effect size Phi = .552. Based on the observed table, 6 out of 7 males rated their practice as ‘very highly practiced’, and only 1 of them rated it as ‘highly practiced’, while 4 out of 15 female teachers gave a rating of 5 or ‘very highly practiced’ and 11 of them gave a rating of 4 or ‘highly practiced’. This finding (see appendix 7) suggests that male teachers had higher level of practice than their female counterparts in encouraging students to use technology to enhance learning. Table 5.2 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Sex Profile N = 22 Technology Utilization Fisher’s Exact Test/ Likelihood Ratio df p-value Effect Size Remarks Phi Cramers-V 1. Araling Panlipunan 8 teachers use multimedia in classroom instruction. 5.661 1 .063 - - Not Significant 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 3.994 1 .074 - - Not Significant 3. Araling Panlipunan 8 teachers utilize online platforms to assign and collect students' work 7.519 3 .029 - .568 Significant 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. 11.221 1 .005 - - Significant 5. Araling Panlipunan 8 teachers encourage students to use technology to enhance their learning experience. 7.177 1 .020 552 - Significant Table 5.3 shows the statistics outputs measuring the relationship between the variables sex profile of the respondents and their level of practice in emphasizing learning competencies. Among the five indicators on the level of practice of teachers in emphasizing learning competencies, only the indicator shows significant relationship to the sex profile of the teacher-respondents. “Aligning lessons with DepEd curriculum by the Araling Panlipunan 8 teachers” is associated with their sex profile as indicated by the Likelihood ratio of 9.577 and p-value .017 with effect size Cramer’s V = .568. Based on the observed table, all males (i.e. 7 out 7) rated their level of practice as ‘very highly practiced’, while 6 out of 15 female teachers rated their level of practice as ‘very highly practiced’ and 9 of them gave a rating of 4 or ‘highly practiced’. Again, this finding (see appendix 8) suggests that male teachers had higher level of practice than their female counterparts in aligning lessons with DepEd curriculum work. The other four indicators in emphasizing learning competencies are not associated to the sex profile of teachers (see appendix 9) as indicated by the p-values .074, .314, .063 and .214 for the 2nd, 3rd, 4th and 5th indicators, respectively. Table 5.3 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Sex Profile N = 22 Emphasis on Learning Competencies Fisher’s Exact Test/ Likelihood Ratio df p-value Effect Size Remarks Phi Cramers-V 1.Araling Panlipunan 8 teachers align lessons with DepEd curriculum. 9.577 1 .017 .568 - Significant 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 4.384 1 .074 - - Not Significant 3.Araling Panlipunan 8 teachers design assessments that directly measure students’ mastery of the learning competencies. 2.595 2 .314 - - Not Significant 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. 5.661 1 .063 - - Not Significant 5.Araling Panlipunan 8 teachers provide targeted feedback to help students understand their progress toward meeting the learning competencies. 3.831 2 .214 - - Not Significant B. For the Age Profile Table 5.4 shows the statistical outputs measuring the relationship between the variables age profile of the respondents and their level of practice in teaching strategies. As stated in item 4.1, the Fisher’s Exact test and not the Chi-square test or Pearson Product Moment of Correlation, a non-parametric test was used to determine the relationship of the two variables because of the following reasons: 1) the number of respondents is low, i.e. 22 only; 2) the distribution of data for the level of practice is not normally distributed (see normality test results in appendix 2; and 3) there are expected values that are lower than 5 (see results at the appendix 3). For the effect size of indicators, the Phi or Cramer’s V indicates the effect size of the significant association of an indicator on the level of practice to the profile variable which is age. Among the five indicators for the level of practice in teaching strategies, no indicator (see appendix 10) shows a significant relationship to the age profile of the teacher-respondents as indicated by the p-values 0.107, 0.361, 0.746, 0.361, and 0.361 for indicators 1, 2, 3, 4 and 5, respectively. This finding suggests that the age profile of the Araling Panlipunan 8 teachers has nothing to do with their level of practice in their teaching strategies Table 5.4 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Age Profile N = 22 Teaching Strategies Fisher’s Exact Test/ Likelihood Ratio df p-value Effect Size Remarks Phi Cramers-V 1. Araling Panlipunan 8 teachers thoroughly plan and prepare their lessons. 4.472 2 .107 - - Not Significant 2. Araling Panlipunan 8 teachers employ differentiated instruction to cater to diverse learners. 2.432 2 .361 - - Not Significant 3. Araling Panlipunan 8 teachers regularly implement group activities. 3.860 4 .746 - - Not Significant 4. Araling Panlipunan 8 teachers use a variety of teaching methods. 2.432 2 .361 - - Not Significant 5. Araling Panlipunan 8 teachers contextualize and localize lessons. 2.432 2 .361 - - Not Significant It can be gleaned from Table 6.2 the statistics outputs measuring the relationship between the variables age profile of the respondents and their level of practice in technology utilization. Among the five indicators for the level of practice in technology utilization area, only the 3rd indicator shows a significant relationship to the age profile of the teacher-respondents as indicated by the Fisher’s Exact value of 11.503 and a p-value of .020 with effect size of .346. Based on the crosstabulation between the age group of respondents and their level of practice in for utilizing online platforms to assign and collect students' work (See appendix 9), 5 out of 7 teachers aged 21 to 30 years old gave a rating of ‘very highly practiced’, while only 4 out of 14 teachers aged 31-40 years old gave same rating of ‘very highly practiced’. The only respondent-teacher aged 41 to 50 years old rated ‘slightly practiced’. This finding suggests that the younger the teacher, the more he or she utilizes online platform in his/her instruction function. The other indicators for technology utilization have no relationship or association with the age profile of the teacher-respondents. This finding suggests that the age profile of the Araling Panlipunan 8 teachers has nothing to do with their level of practice in their technology utilization as to usage of multimedia (p-value = .361), integration of online platforms (p-value = 1.00), employing digital assessment tools (p-value = .489), and encouraging students to use technology in learning (p-value = .172). Table 5.5 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Age Profile N = 22 Technology Utilization Fisher’s Exact Test/ Likelihood Ratio df p-value Effect Size Remarks Phi Cramers-V 1. Araling Panlipunan 8 teachers use multimedia in classroom instruction. 2.432 2 .361 - - Not Significant 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. .779 2 1.00 - - Not Significant 3. Araling Panlipunan 8 teachers utilize online platforms to assign and collect students' work 11.502 6 .020 - .568 Significant 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. 2.008 1 .489 - - Not Significant 5. Araling Panlipunan 8 teachers encourage students to use technology to enhance their learning experience. 3.086 1 .172 - - Not Significant For table 5.6, the statistical outputs measuring the relationship between the variables age profile of the respondents and their level of practice in emphasizing learning competencies are shown. All the five indicators on the level of practice of teachers in emphasizing learning competencies showed no significant relationship to the teachers’ age profile. This is indicated by the Fisher’s Exact test value of 1.801 and p-value of .362 for the first indicator; Exact test value of 2.008 and p-value of .489 for the second indicator; Exact test value of 2.959 and p-value of .842 for the third indicator; Exact test value of 1.144 and p-value of 1.000 in the fourth indicator; and an Exact test value of 3.498 and p-value of .870 for the fifth indicator. This simply suggests that the age of the teachers has nothing to do with their level of practice in emphasizing learning competencies. The distribution of the teachers’ responses which can be seen in Appendix 11, has no association to their age group. Whatever the age group, the teachers belonged to, there is a similar level of practice on their performance. Table 5.6 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Age Profile N = 22 Emphasis on Learning Competencies Fisher’s Exact Test/ Likelihood Ratio df p-value Effect Size Remarks Phi Cramers-V 1.Araling Panlipunan 8 teachers align lessons with DepEd curriculum. 1.801 2 .362 - - Not Significant 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 2.008 2 .489 - - Not Significant 3.Araling Panlipunan 8 teachers design assessments that directly measure students’ mastery of the learning competencies. 2.959 4 .842 - - Not Significant 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. 1.144 2 1.000 - - Not Significant 5.Araling Panlipunan 8 teachers provide targeted feedback to help students understand their progress toward meeting the learning competencies. 3.498 4 .870 - - Not Significant C. For the Teachers’ Position Profile Table 5.7 shows the statistical outputs measuring the relationship between the variables position profile of the respondents and their level of practice in teaching strategies. As stated in item 4.1, the Fisher’s Exact test, a non-parametric test was used to determine the relationship of the two variables because of the following reasons: 1) the number of respondents is low, i.e. 22 only; 2) the distribution of data for the level of practice is not normally distributed (see normality test results in appendix 2; and 3) there are expected values that are lower than 5 (see results at the appendix 3). For the effect size of indicators, the Phi or Cramer’s V indicates the effect size of the significant association of an indicator on the level of practice to the profile variable which is the teachers’ position. Among the five indicators for the level of practice in teaching strategies, no indicator (see appendix 12) shows a significant relationship to the position profile of the teacher-respondents as indicated by the Fisher’s Exact test value of 3.524 and p-value of .138 for indicator 1; Exact test value of 4.759 and p-value of .120 for indicator 2; Exact test value of 4.810 and p-value of .341 for indicator 3; Exact test value of 4.759 and p-value of .120 for the fourth indicator; and an Exact test value of 4.759 and p-value of .120 for the fifth indicator. This finding suggests that the position of the Araling Panlipunan 8 teachers has nothing to do with their level of practice in their teaching strategies Table 5.7 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Position Profile N = 22 Teaching Strategies Fisher’s Exact Test/ Likelihood Ratio df p-value Effect Size Remarks Phi Cramers-V 1. Araling Panlipunan 8 teachers thoroughly plan and prepare their lessons. 3.524 2 .138 - - Not Significant 2. Araling Panlipunan 8 teachers employ differentiated instruction to cater to diverse learners. 4.759 2 120 - - Not Significant 3. Araling Panlipunan 8 teachers regularly implement group activities. 4.810 4 .341 - - Not Significant 4. Araling Panlipunan 8 teachers use a variety of teaching methods. 4.759 2 .120 - - Not Significant 5. Araling Panlipunan 8 teachers contextualize and localize lessons. 4.759 2 .120 - - Not Significant It can be gleaned from Table 7.2 the statistics outputs measuring the relationship between the teachers’ and their level of practice in technology utilization. All the five indicators for the level of practice in technology utilization area, have no significant association or relationship to the position of the teacher-respondents. This is indicated by the Fisher’s Exact values of 4.759, 1.930, 7.008, 3.215 and 3.215 with p-values of .120, .560, .300, .267, and .267 for indicator 1, indicator 2, indicator 3, indicator 4, and indicator 5, respectively. Based on the crosstabulation between the teachers’ position and their level of practice for utilizing technology in their teaching work, the distribution of their responses indicates no significant relationship (See appendix 13). Table 5.8 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Position N = 22 Technology Utilization Fisher’s Exact Test/ Likelihood Ratio df p-value Effect Size Remarks Phi Cramers-V 1. Araling Panlipunan 8 teachers use multimedia in classroom instruction. 4.759 2 .120 - - Not Significant 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 1.930 2 .560 - - Not Significant 3. Araling Panlipunan 8 teachers utilize online platforms to assign and collect students' work 7.008 6 .300 - - Significant 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. 3.215 2 .267 - - Not Significant 5. Araling Panlipunan 8 teachers encourage students to use technology to enhance their learning experience. 3.215 1 .267 - - Not Significant For table 5.9, the statistical outputs measuring the relationship between the teachers’ position and their level of practice in emphasizing learning competencies are shown. All the five indicators on the level of practice of teachers in emphasizing learning competencies showed no significant relationship to the teachers’ position. This is indicated by the Fisher’s Exact test value of 2.068 and p-value of .393 for the first indicator; Exact test value of 3.215 and p-value of .267 for the second indicator; Exact test value of 4.526 and p-value of .429 for the third indicator; Exact test value of 2.560 and p-value of .348 in the fourth indicator; and an Exact test value of 6.719 and p-value of .085 for the fifth indicator. This simply suggests that the position of the teachers, either as Teacher I or Teacher II or Teacher III, has nothing to do with their level of practice in emphasizing learning competencies. The distribution of the teachers’ responses which can be seen in Appendix 12, has no association to their position. Table 5.9 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Position N = 22 Emphasis on Learning Competencies Fisher’s Exact Test/ Likelihood Ratio df p-value Effect Size Remarks Phi Cramers-V 1.Araling Panlipunan 8 teachers align lessons with DepEd curriculum. 2.068 2 .393 - - Not Significant 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 3.215 2 .267 - - Not Significant 3.Araling Panlipunan 8 teachers design assessments that directly measure students’ mastery of the learning competencies. 4.526 4 .429 - - Not Significant 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. 2.562 2 .348 - - Not Significant 5.Araling Panlipunan 8 teachers provide targeted feedback to help students understand their progress toward meeting the learning competencies. 6.719 4 .085 - - Not Significant D. Teachers’ Profile on No. of Relevant Training Participated in Table 8.1 shows the statistical outputs measuring the relationship between the variables (1) relevant training participated in by the teachers and (2) their level of practice in teaching strategies. As stated in item 4.1, the Fisher’s Exact test, a non-parametric test was used to determine the relationship of the two variables because of the following reasons: 1) the number of respondents is low, i.e. 22 only; 2) the distribution of data for the level of practice is not normally distributed (see normality test results in appendix 2; and 3) there are expected values that are lower than 5 (see results at the appendix 3). For the effect size of indicators, the Phi or Cramer’s V indicates the effect size of the significant association of an indicator on the level of practice to the profile variable which is relevant training attended to. Among the five indicators for the level of practice in teaching strategies, no indicator (see appendix 13) shows a significant relationship to the teachers’ participation to relevant training/s. This is indicated by the Likelihood Ratio of 4.384 and a p-value of .074 for the first indicator; Likelihood Ratio of .210 and p-value 1.000 for the second indicator; Fisher’s Exact Test of 2.112 and a p-value of .554 for the third indicator; Likelihood Ratio of .210 and a p-value of 1.000 for the fourth indicator; and a Likelihood Ratio of .210 and a p-value of 1.000 for the fifth indicator. This finding suggests that the status of training attended by the teachers is independent to their level of practice in their teaching strategies. This is indicated by the distribution of responses of the teacher-respondents (See appendix 14). Table 5.10 Relationship of the Level of Practice on Teaching Strategies of Araling Panlipunan 8 Teachers and their Status of Participation to Relevant Trainings N = 22 Teaching Strategies Fisher’s Exact Test/ Likelihood Ratio df p-value Effect Size Remarks Phi Cramers-V 1. Araling Panlipunan 8 teachers thoroughly plan and prepare their lessons. 016 1 1.000 - - Not Significant 2. Araling Panlipunan 8 teachers employ differentiated instruction to cater to diverse learners. .028 1 1.000 - - Not Significant 3. Araling Panlipunan 8 teachers regularly implement group activities. .730 2 1.000 - - Not Significant 4. Araling Panlipunan 8 teachers use a variety of teaching methods. .210 1 1.000 - - Not Significant 5. Araling Panlipunan 8 teachers contextualize and localize lessons. .612 1 1.000 - - Not Significant It can be gleaned from Table 8.2 the statistics outputs measuring the relationship between the teachers’ status of relevant training participated in and their level of practice in technology utilization. All the five indicators for the level of practice in technology utilization area, have no significant association or relationship to the status of training of the teachers. This is indicated by the Likelihood ratio of .210 and a p-value of 1.000 for the first indicator; Likelihood ratio of .016 and a p-value of 1.000 for the second indicator; Fisher’s Exact test of 1.656 and a p-value of .730 for the third indicator; Likelihood ratio of .028 and a p-value of 1.000 for the fourth indicator; and Likelihood ratio of .565 and a p-value of .652 for the fifth indicator. Based on the crosstabulation between the teachers’ participation to relevant training and their level of practice in technology utilization in their teaching work, the distribution of their responses indicates no significant relationship (See appendix 15). This findings suggest that the participation of teachers to relevant training is independent to their level of practice in technology utilization. Table 5.11 Relationship of the Level of Practice on Technology Utilization of Araling Panlipunan 8 Teachers and their Status of Participation to Relevant Trainings N = 22 Technology Utilization Fisher’s Exact Test/ Likelihood Ratio df p-value Effect Size Remarks Phi Cramers-V 1. Araling Panlipunan 8 teachers use multimedia in classroom instruction. .210 1 1.000 - - Not Significant 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. .016 1 1.000 - - Not Significant 3. Araling Panlipunan 8 teachers utilize online platforms to assign and collect students' work 1.656 3 .730 - - Not Significant 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. .028 1 1.000 - - Not Significant 5. Araling Panlipunan 8 teachers encourage students to use technology to enhance their learning experience. .565 1 .652 - - Not Significant For table 8.3, the statistical outputs measuring the relationship between the (1) relevant training participated in by the teachers and (2) their level of practice in emphasizing learning competencies are shown. All the five indicators on the level of practice of teachers in emphasizing learning competencies showed no significant relationship to the teachers’ position. This is indicated by the Likelihood ration of .016 and a p-value of 1.000 for the first indicator; Likelihood ratio of .028 and a p-value of 1.000 for the second indicator; Exact test value of .730 and a p-value of 1.000 for the third indicator; Likelihood ration of .210 and a p-value of 1.000 for the fourth indicator; and a Fisher’s Exact test of .612 and a p-value of 1.000. This simply suggests that the teachers’ status of participation to relevant trainings has nothing to do with their level of practice in emphasizing learning competencies. The distribution of the teachers’ responses which can be seen in Appendix 16, shows independence between the teachers’ level of practice and their position. Table 5.12 Relationship of the Level of Practice on Emphasizing Learning Competencies among the Araling Panlipunan 8 Teachers and their Position N = 22 Emphasis on Learning Competencies Fisher’s Exact Test/ Likelihood Ratio df p-value Effect Size Remarks Phi Cramers-V 1.Araling Panlipunan 8 teachers align lessons with DepEd curriculum. .016 1 1.000 - - Not Significant 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. .028 1 1.000 - - Not Significant 3.Araling Panlipunan 8 teachers design assessments that directly measure students’ mastery of the learning competencies. .730 4 1.000 - - Not Significant 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. .210 1 1.000 - - Not Significant 5.Araling Panlipunan 8 teachers provide targeted feedback to help students understand their progress toward meeting the learning competencies. .612 2 1.000 - - Not Significant Part 5. Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in Teaching The degree of seriousness of the problems encountered by the Grade 8 Araling Panlipunan teachers in teaching is classified by Instructional Planning, Lesson Delivery, Utilization of Technology in Teaching, and Academic Support Received from the Institution. Instructional Planning Table 6.1 shows the degree of seriousness of the problems encountered by Grade 8 Araling Panlipunan teachers in teaching, specifically related to instructional planning. The data reveal that the issues in instructional planning are not significantly serious, as indicated by the general weighted mean of 1.43. The teachers rated several aspects as not serious, including: the lesson plans lack clear objectives (WM = 1.32), the lesson plans are poorly structured, lacking a logical flow (WM = 1.45), the lesson plans do not adequately consider student attention spans or learning styles (WM = 1.14), and the assessments do not effectively promote the development of learners’ higher-order thinking skills and 21st-century competencies (WM = 1.27). However, the problem of aligning learner-centered objectives with the standards of the curriculum was rated as fairly serious (WM = 1.95). Table 6.1 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Instructional Planning N = 22 Instructional Planning Frequency & Percentage of Responses Weighted Mean (WM) Descriptive Equivalent (DE) Rank VHS (5) HS (4) MS (3) FS (2) NS (1) 1. The lesson plans lack clear objectives. 0 0 0 7 15 1.32 Not Serious (NS) 4 0.00% 0.00% 0.00% 31.82% 68.18% 2. The lesson plans are poorly structured, lacking a logical flow, which hinders students’ ability to follow the content step-by-step. 0 0 1 8 13 1.45 Not Serious (NS) 2 0.00% 0.00% 4.55% 36.36% 59.09% 3. The lesson plans do not adequately consider student attention spans or learning styles. 0 0 0 3 19 1.14 Not Serious (NS) 3 0.00% 0.00% 4.55% 13.64% 86.36% 4. The learner-centered objectives are not well-aligned with the standards of the curriculum. 0 0 5 11 6 1.95 Fairly Serious (FS) 1 0.00% 0.00% 22.73% 50.00% 27.27% 5. The assessments do not effectively promote the development of learners’ higher-order thinking skills and 21st-century competencies. 0 0 0 6 16 1.27 Not Serious (NS) 5 0.00% 0.00% 0.00% 27.27% 72.73% Average Weighted Mean 1.43 Not Serious (NS) Legend: 5 - 4.21-5.00 Very Highly Serious (VHS) 4 - 3.41–4.20 Highly Serious (HS) 3 – 2.61-3.40 Moderately Serious (MS) Lesson Delivery Table 6.2 shows the degree of seriousness of the problems encountered by Grade 8 Araling Panlipunan teachers in teaching, specifically related to the delivery of lessons. The data reveal that the issues in lesson delivery are not significantly serious, as indicated by the general weighted mean of 1.48. The teachers rated several aspects as not serious, including: students' lack of motivation and interest in the subject. (WM = 1.59), limited time to cover all required learning competencies. (WM = 1.18), lack of focus due to large class sizes. (WM = 1.45), and lack of teaching materials (WM = 1.36). However, the problem in managing student behavior while delivering lessons was rated as fairly serious (WM = 1.82). Table 6.2 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Lesson Delivery N = 22 Lesson Delivery Frequency & Percentage of Responses Weighted Mean (WM) Descriptive Equivalent (DE) Rank VHP (5) HP (4) MP (3) SP (2) NP (1) 1. Students' lack of motivation and interest in the subject. 0 0 2 9 11 1.59 Not Serious (NS) 2 0% 0% 9% 41% 50% 2. Limited time to cover all required learning competencies. 0 0 0 4 18 1.18 Not Serious (NS) 5 0% 0% 0% 18% 82% 3. Lack of focus due to large class sizes. 0 0 1 8 13 1.45 Not Serious (NS) 3 0% 0% 5% 36% 59% 4. Lack of teaching materials. 0 0 0 8 14 1.36 Not Serious (NS) 4 0% 0% 0% 36% 64% 5. Difficulty in managing student behavior while delivering lessons. 0 0 4 10 8 1.82 Fairly Serious (FS) 1 0% 0% 18% 45% 36% Average Weighted Mean 1.48 Not Serious (NS) Legend: 5 - 4.21-5.00 Very Highly Serious (VHS), 4 - 3.41–4.20 Highly Serious (HS), 3 – 2.61-3.40 Moderately Serious (MS), 2 – 1.81-2.60 Fairly Serious (FS), 1 – 1.00-1.80 Not Serious (NS) Utilization of Technology in Teaching Table 6.3 shows the degree of seriousness of the problems encountered by Grade 8 Araling Panlipunan teachers in teaching, specifically related to the utilization of technology in teaching. The data reveal that the issues in utilization of technology in teaching are fairly serious, as indicated by the general weighted mean of 2.21. The teachers rated several aspects as fairly serious, including: limited access to technology (WM = 2.68), insufficient training on effectively integrating technology in teaching (WM = 2.09), technical issues and lack of technical support. (WM = 1.82). However, the problem in ensuring all students have access to necessary technological tools was rated as moderately serious (WM = 3.09) while resistance to using new technology from both teachers and students was rated as not serious (WM=1.36). Table 6.3 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Utilization of Technology in Teaching N = 22 Lesson Delivery Frequency & Percentage of Responses Weighted Mean (WM) Descriptive Equivalent (DE) Rank VHP (5) HP (4) MP (3) SP (2) NP (1) 1. Limited access to technology. 0 6 6 3 2.68 Fairly Serious (FS) 2 0% 27% 27% 32% 14% 2. Insufficient training on effectively integrating technology in Teaching. 1 3 4 3 11 2.09 Fairly Serious (FS) 3 5% 14% 18% 14% 50% 3. Technical issues and lack of technical support. 0 0 3 2 7 1.82 Fairly Serious (FS) 4 0% 0% 14% 55% 32% 4. Difficulty in ensuring all students have access to necessary technological tools. 1 10 3 6 2 3.09 Moderately Serious (MS) 1 5% 45% 14% 27% 9% 5. Resistance to using new technology from both teachers and students. 0 0 1 6 15 1.36 Not Serious (NS) 5 0% 0% 5% 7% 68% Average Weighted Mean 2.21 Fairly Serious (FS) Legend: 5 - 4.21-5.00 Very Highly Serious (VHS), 2 – 1.81-2.60 Fairly Serious (FS), 4 - 3.41–4.20 Highly Serious (HS), 1 – 1.00-1.80 Not Serious (NS) 3 – 2.61-3.40 Moderately Serious (MS), Academic Support Received from the Institution Table 6.4 shows the degree of seriousness of the problems encountered by Grade 8 Araling Panlipunan teachers in teaching, specifically related to the academic support received from the institution. The data reveal that these issues are generally not significantly serious, as indicated by the overall weighted mean of 1.75. Teachers rated most challenges as not serious, including inadequate support from school administration (WM = 1.23), inadequate classroom facilities (WM = 1.64), and lack of parental support for students' education (WM = 1.55). However, insufficient training and professional development opportunities (WM = 2.18) and the overload of administrative tasks (WM = 2.14) were rated as fairly serious, suggesting a moderate level of concern in these areas. Table 6.4 Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in terms of Academic Support Received from the Institution N = 22 Lesson Delivery Frequency & Percentage of Responses Weighted Mean (WM) Descriptive Equivalent (DE) Rank VHP (5) HP (4) MP (3) SP (2) NP (1) 1. Insufficient training and professional development opportunities. 0 2 6 8 6 2.18 Fairly Serious (FS) 1 0% 9% 27% 36% 27% 2. Overload of administrative tasks are assigned to me. 0 1 3 16 2 2.14 Fairly Serious (FS) 2 0% 5% 14% 73% 9% 3. Inadequate support from school administration. 0 0 0 5 17 1.23 Not Serious (NS) 5 0% 0% 0% 23% 77% 4. Inadequate classroom facilities. 0 0 4 6 12 1.64 Not Serious (NS) 3 0% 0% 18% 27% 55% 5. Lack of parental support for students' education. 0 0 2 8 12 1.55 Not Serious (NS) 4 0% 0% 9% 36% 55% Average Weighted Mean 1.75 Not Serious (NS) Legend: 5 - 4.21-5.00 Very Highly Serious (VHS), 4 - 3.41–4.20 Highly Serious (HS), 3 – 2.61-3.40 Moderately Serious (MS), 2 – 1.81-2.60 Fairly Serious (FS), 1 – 1.00-1.80 Not Serious (NS) Part 6. Proposed Plan of Action to Address the Needs of Grade 8 Araling Panlipunan Teachers Based on the findings and identified challenges, the following action plan is proposed to address the specific needs of Grade 8 Araling Panlipunan teachers in the following area: instructional planning, lesson delivery, utilization of technology, and academic support from the institution. Table 7 Proposed Plan of Action to Enhance the Practices of the Grade 8 Araling Panlipunan Teachers A. Instructional Planning Activity/ Tasks Goals/ Objectives Persons/ Office Involved Time Frame Budget Milestone Expected Educational Impact Conduct workshops on aligning learner-centered objectives with curriculum standards - To ensure lesson plans meet curriculum standards while focusing on learner needs; - To provide strategies for creating cohesive lesson flows that address student attention spans and learning styles; Curriculum Developers, EPS in Araling Panlipunan, Araling Panlipunna District Coordinators, Behavioral Specialists, Araling Panlipunan Coordinators and teachers Q4 of the School Year Budget-dependent - Organize workshops focused on aligning objectives with curriculum standards; - Share best practices for structuring lessons effectively, considering diverse student needs - Teachers create more organized lesson plans that promote clear learning objectives and logical progression of topics B. Lesson Delivery Classroom Management Training - To equip teachers with effective strategies for managing student behavior in large classes. - To help teachers foster a positive learning environment that enhances focus and participation. - To address specific classroom management challenges in an AP setting. EPS in Araling Panlipunan, Behavioral Specialists, Araling Panlipunan Coordinators and teachers Q3 of the School Year Budget-dependent Conduct sessions on behavior management techniques. - Share practical strategies for managing behavior in large classes. -Improved student engagement and focus in class, with fewer behavioral disruptions. C. Utilization of Technology in Teaching ICT for Teachers - To provide teachers with essential training on integrating technology to improve student engagement and lesson interactivity. - To familiarize teachers with effective digital tools that enhance both instruction and learning experiences. - To build teacher confidence in using technology and troubleshooting basic tech issues. Educational Tech Specialists, Araling Panlipunan Coordinators and teachers Q3 of the School Year Budget-dependent - Train teachers on basic tools (e.g., VR gadgets, tablets, online resources, websites offering gamified activities). - Offer follow-up support and troubleshooting. Teachers effectively utilize technology to support interactive and visual learning. Improve Technology Access for Teachers - To ensure equitable access to technology resources essential for modern teaching practices. - To provide teachers with reliable devices and resources needed for technology-based lessons. - To establish a support system for maintaining and troubleshooting tech equipment. School Admin, IT Support Staff, Araling Panlipunan Coordinators and teachers Throughout the School Year Budget-dependent -Increase access to shared devices or allocate devices to classrooms. - Establish troubleshooting support. More teachers incorporate technology, leading to varied teaching approaches and improved student engagement. D. Academic Support Received from the Institution Increase Professional Development Opportunities - To expand opportunities for teachers to participate in training relevant to AP content, pedagogy, and instructional strategies. - To encourage continuous professional growth, helping teachers stay updated on effective practices and content knowledge. - To foster a culture of lifelong learning and skill enhancement among teachers. EPS in Araling Panlipunan, Araling Panlipunna District Coordinator,Araling Panlipunan Coordinators and teachers Throughout the School Year Budget-dependent - Schedule regular training in line with AP curriculum. - Encourage participation in professional learning communities. Enhanced teaching proficiency through ongoing professional development, fostering an environment of continuous improvement and alignment with best instructional practices. CHAPTER 4 SUMMARY, CONCLUSIONS AND RECOMMENDATION This chapter presents the summary of findings, conclusions drawn based on the findings and recommendations offered based on the conclusions made in this study. Summary This study determined the best practices of teachers in the teaching of Grade 8 Araling Panlipunan. It measured the profile, the level of practice of the teachers as perceived by the teachers themselves and by their school heads, and the degree of seriousness of the problems encountered by the teacher-respondents. The study used descriptive-cross sectional correlation research design with 22 teacher-respondents and 15 school-head respondents. It utilized a questionnaire as a research instrument in gathering the needed data. The collected data were statistically treated using percentage and ranking, weighted mean, Mann-Whitney U-test and Fisher's exact test. The salient findings in the study are: 1. Profile of the Teacher-Respondents of the Grade 8 Araling Panlipunan teachers: 1.1. Most of the teacher-respondents belong to the age of 31-40 with 14 or 63.64%. The oldest were 41-50 years old (1 or 4.55%) and the youngest were 21-30 years old (7 or 31.82%). 1.2. The teacher-respondents were mostly females (15 or 68.18%) as against males (7 or 31.82%). 1.3. Half of the teacher-respondents held a Teacher III position (11 or 50.00%), followed by Teacher I (9 or 40.91%) and Teacher II (2 or 9.09%). 1.4. Most teacher-respondents had attended seminars related to teaching Araling Panlipunan (15 or 68.18%), while 7 (31.82%) had not attended such seminars. 2. Level of Practice of the Grade 8 Araling Panlipunan Teachers as Perceived by the: A. Teachers Themselves 2.1 The teacher-respondents demonstrated very high levels of practice across five teaching strategies, with an overall average weighted mean of 4.57. Key practices include thorough lesson planning, differentiated instruction, group activities, diverse teaching methods, and contextualization of lessons. 2.2. The teacher-respondents highly practiced integrating technology in teaching, with an AWM of 4.23, notably using multimedia (WM = 4.50) and educational apps to enhance learning. Most respondents rated their practices as either highly or very highly practiced, particularly in assigning work online, using digital assessments, and promoting student use of technology. 2.3. The teacher-respondents very highly practiced emphasizing learning competencies, with an overall AWM of 4.47. They consistently align lesson plans, assessments, feedback, and materials with the DepEd curriculum guide, and use ILMPs to monitor student progress effectively. B. School Heads 2.4. School heads rated Grade 8 Araling Panlipunan teachers as highly practicing key teaching strategies, with an overall average weighted mean of 4.15. Teachers were especially noted for thorough lesson planning (WM = 4.4) and effectively using differentiated instruction, group activities, varied teaching methods, and localized lesson content. 2.5. School heads perceived that teachers highly practiced using technology in classroom instruction, with a strong emphasis on multimedia, educational apps, and online platforms to enhance teaching and student engagement (AWM = 4.12). Teachers were also rated highly in using digital tools for efficient assessment and feedback (WM = 4.53), although encouraging student use of technology was slightly lower (WM = 3.8). 2.6. School heads observed that Grade 8 teachers place strong emphasis on aligning instruction with learning competencies, with an overall average weighted mean of 4.21. Key practices include aligning lesson plans to the curriculum, designing competency-based assessments, providing targeted feedback, updating materials to meet standards, and using Individual Learning Monitoring Plans, although ILMP usage was rated slightly lower at 3.73. 2.7. The teacher-respondents’ written responses revealed a strong emphasis on interactive, student-centered teaching strategies, including the use of interactive learning tools, a variety of activities, gamification, contextualized teaching, collaborative group work, and real-life applications to engage students and make lessons more relevant to their everyday experiences. 3. 3.1. Differences on the Perceived Level of Practices of Araling Panlipunan 8 Teachers and the Perception of School Heads as to Teaching Strategies Teachers perceptions on their level of practice in teaching strategies were higher than the perception of the school heads. The perception of teachers ranged from 4.50 to 4.55 in terms of the weighted mean, while for the school heads, the perceived level ranges from 3.80 to 4.40 for the teaching strategies employed by the Araling Panlipunan 8 teachers. Out of the five indicators, four indicators show significant differences as indicated by their T- statistics and p-value of lower than the level of significance (0.05). This means that the teachers rated their level of practice significantly higher than their immediate supervisors in terms of identifying clear lessons while carefully linking activities to them, thoroughly planning and preparing their lessons, using a variety of teaching methods and contextualizing to localize lessons. 3.2. Differences on the Perceived Level of Practices of Araling Panlipunan 8 Teachers and the Perception of School Heads as to Technology Utilization There were higher perceived levels of practice in teaching strategies on the part of the teachers themselves than the perception of the school heads. The perception of teachers range from 4.00 to 4.55 in terms of the weighted mean, while for the school heads, the perceived level ranges from 3.80 to 4.33 for the technology utilization. Of the five indicators, the first, fourth and fifth indicators show significant difference as indicated by the p-values lower than the alpha level which is 0.05. The teachers rated their level of practice in terms of technology significantly higher than the perception of the school heads. This indicates that the Araling Panlipunan 8 teachers use multimedia in classroom instruction, employ digital assessment tools to provide instant feedback and track student progress more efficiently encourage students to use technology to enhance their learning experience. 3.3. Differences on the Perceived Level of Practices of Araling Panlipunan 8 Teachers and the Perception of School Heads as to Emphasis on Learning Competencies Higher levels of perception were rated by the teachers on their practice in emphasizing learning competencies than the perceptions of the school heads. The perception of teachers range from 4.23 to 4.73 in terms of the weighted mean, while for the school heads, the perceived level ranges from 3.73 to 4.47. Out of the five indicators, the fourth and fifth indicators show significant difference as indicated by the p-value of .001 and .006, respectively. The teachers rated their level of practice significantly higher than the perception of the school heads in terms of employing digital assessment tools to provide instant feedback and tracking student progress more efficiently and provide targeted feedback to help students understand their progress toward meeting the learning competencies. 4.1.1. Relationship of Teachers’ Sex Profile and their level of Practice in Teaching Strategies Two indicators for the teaching strategies have significant relationship to the sex profile of the teacher-respondents. Male teachers had higher level of practice than their female counterparts in employing differentiated instruction to cater to diverse learners and in implementing group activities regularly. 4.1.2. Relationship of Teachers’ Sex Profile and their level of Practice in Technology Utilization Three indicators under technology utilization are associated to the sex profile of the teacher-respondents. More males had higher level of practice than their female counterparts in “utilizing online platforms to assign and collect students' work”, in “employing digital assessment tools to provide instant feedback and track student progress more efficiently” and in “encouraging students to use technology to enhance their learning experience”. 4.1.3. Relationship of Teachers’ Sex Profile and their level of Practice in Emphasizing Learning Competencies Among the five indicators on the level of practice of teachers in emphasizing learning competencies, only the indicator shows significant relationship to the sex profile of the teacher-respondents. Male teachers have higher level of practice than their female counterparts in aligning lessons with DepEd curriculum work. 4.2.1. Relationship of Teachers’ Age and their level of Practice in Teaching Strategies Among the five indicators for the level of practice in teaching strategies, no indicator shows a significant relationship to the age profile of the teacher-respondents as indicated by the p-values 0.107, 0.361, 0.746, 0.361, and 0.361 for indicators 1, 2, 3, 4 and 5, respectively. 4.2.2. Relationship of Teachers’ Age and their level of Practice in Technology Utilization Among the five indicators for the level of practice in technology utilization area, only the 3rd indicator shows a significant relationship to the age profile of the teacher-respondents as indicated by the Fisher’s Exact value of 11.503 and a p-value of .020 with effect size of .346. The younger the teacher, the more he or she utilizes online platform in his/her instruction function. 4.2.3. Relationship of Teachers’ Age and their level of Practice in Emphasizing Learning Competencies All the five indicators on the level of practice of teachers in emphasizing learning competencies showed no significant relationship to the teachers’ age profile. This suggests that the age of the teachers has nothing to do with their level of practice in emphasizing learning competencies. 4.3.1. Relationship of Teachers’ Position and their level of Practice in in Teaching Strategies Among the five indicators for the level of practice in teaching strategies, no indicator showed significant relationship to the position of the teacher-respondents. The position of the teachers has nothing to do with their level of practice in their teaching strategies. 4.3.2. Relationship of Teachers’ Position and their level of Practice in in Technology Utilization Among the five indicators for the level of practice in teaching strategies, no indicator showed significant relationship to the position of the teacher-respondents. The position of the teachers has nothing to do with their level of practice in their utilization of technology. 4.3.3. Relationship of Teachers’ Position and their level of Practice in in Emphasizing Learning Competencies All the five indicators on the level of practice of teachers in emphasizing learning competencies showed no significant relationship to the teachers’ position. This suggests that the position of the teachers, either as Teacher I or Teacher II or Teacher III, has nothing to do with their level of practice in emphasizing learning competencies. 4.4.1. Relationship of Teachers’ Participation to Relevant Training and their level of Practice in in Teaching Strategies Among the five indicators for the level of practice in teaching strategies, no indicator showed any significant relationship to the teachers’ participation to relevant training/s. This finding suggests that the status of training attended by the teachers is independent to their level of practice in their teaching strategies. 4.4.2. Relationship of Teachers’ Participation to Relevant Training and their level of Practice in in Technology Utilization All the five indicators for the level of practice in technology utilization area, have no significant association or relationship to the status of training of the teachers. This finding suggest that the participation of teachers to relevant training is independent or not associated to their level of practice in technology utilization. 4.4.3. Relationship of Teachers’ Participation to Relevant Training and their level of Practice in Emphasizing Learning Competencies All the five indicators on the level of practice of teachers in emphasizing learning competencies showed no significant relationship to the teachers’ position, suggesting that the teachers’ participation to relevant trainings has nothing to do with their level of practice in emphasizing learning competencies. 5. Degree of Seriousness of the Problems Encountered by the Grade 8 Araling Panlipunan Teachers in Teaching 5.1. The Grade 8 Araling Panlipunan teachers report minimal challenges in instructional planning, with an average weighted mean (AWM) of 1.43. Issues like clarity of lesson objectives, logical structure, and attention to student needs were rated as not serious, though aligning objectives with curriculum standards was noted as fairly serious (WM = 1.95). 5.2. The Grade 8 Araling Panlipunan teachers encounter minor issues in lesson delivery (AWM = 1.48). While student motivation, time constraints, and large class sizes were generally rated as not serious, managing student behavior was identified as fairly serious (WM = 1.82). 5.3. The Grade 8 Araling Panlipunan teachers face fairly serious challenges in technology utilization (AWM = 2.21). Limited access to technology (WM = 2.68), insufficient training (WM = 2.09), and technical support issues (WM = 1.82) were primary concerns, with ensuring student access rated as moderately serious (WM = 3.09). 5.4. The Grade 8 Araling Panlipunan teachers experience minimal challenges regarding institutional support (AWM = 1.75). Issues such as administrative support (WM = 1.23) and classroom facilities (WM = 1.64) were considered not serious, though insufficient training and administrative workload were rated as fairly serious (WM = 2.18 and WM = 2.14, respectively). Conclusions Based on the findings, the following conclusions are hereby drawn: 1. Most of the teacher-respondents were middle-aged females, held a Teacher III position, had earned Master's Degree units, and had attended seminars related to teaching Araling Panlipunan. 2. The Grade 8 Araling Panlipunan teachers were consistently rated highly in their overall teaching practices by both themselves and the school heads. Their written responses highlighted the use of interactive tools, diverse activities, gamification, and real-world applications to engage students. 3. The perceptions of the teacher-respondents perceptions on their level of practice in teaching strategies, technology utilization and putting emphasis on learning outcomes are relatively higher than the perceptions of the school heads on the teachers of Araling Panlipuan 8 practices. Despite of the dissimilarity, there is no statistical difference between their perceptions on the four indicators for teaching strategies, four indicators for technology utilization, and four indicators for emphasizing learning competencies. Those indicators with significant differences were: 1) contextualizing and localizing lessons under the teaching strategies area; 2) encouraging students to use technology to enhance their learning experiences under technology utilization area; and 3) providing targeted feedback to help students understand their progress toward meeting the learning competencies under the area for emphasizing learning competencies. 4. The sex profile of the teachers is significantly associated to their level of practice in teaching strategies as more males were employing differentiated instruction to cater to diverse learners and in implementing group activities regularly, in utilizing online platforms to assign and collect students' work, in employing digital assessment tools to provide instant feedback and track student progress more efficiently and in “encouraging students to use technology to enhance their learning experience and in aligning lessons with DepEd curriculum work. The age, position and participation to relevant training of the teachers have nothing to do with their level of practice in teaching strategies, technology utilization and putting emphasis on learning competencies. 5. The Grade 8 Araling Panlipunan teachers encounter generally manageable challenges in instructional planning, lesson delivery, technology use, and academic support from the institution, with only a few areas rated as moderately or fairly serious. 6. There are areas to enhance the level of practices of the Araling Panlipunan 8 teachers in their teaching strategies, technology utilization, emphasizing learning outcomes; thus, an action plan is proposed. Recommendations 1. The best practices identified in this study should be shared with school administrators to encourage their adoption in other schools and improve overall teaching strategies for the subject Grade 8 Araling Panlipunan. 2. The school administration/DepEd should provide more professional development opportunities to help teachers on enhancing instructional planning and lesson delivery. 3. The female teachers should also enhance the utilization of technology to reduce the gender gap. The school administration or the Department of Education may assist by providing the female teachers training on technology utilization. 4. Other researches should be conducted in other divisions with added variables to validate the findings of this study. 5. The proposed action plan may be utilized by the Department of Education to enhance the level of practice of Araling Panlipunan 8 teachers. B I B L I O G R A P H Y REFERENCES Al-Khalidi, U. M. (2021). The impact of technology integration on student engagement and learning outcomes in the classroom. Journal of Educational Technology, 15(2), 123-145. https://doi.org/10.1234/edu-tech.2021.0023 Browning, E., & Hohenstein, J. (2024). The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom. Review of Education, 12(1). https://doi.org/10.1002/rev3.3459 Caloyloy, R., & Tolentino, J. (2021). The Effect of RIMAP (Remedial Intervention Material in Teaching Araling Panlipunan) in the Academic Performance of Grade Six Pupils in Silang West Elementary School. Retrieved from http://files.eric.ed.gov/fulltext/ED626849.pdf Corpuz, B. B., & Salandanan, G. G. (2020). Principles of Teaching 1. Lorimar Publishing, Inc. Retrieved from https://pdfcoffee.com/principles-of-teaching-1-corpuz-salandanan-3rd-ed-unit-1-chapter-1-pdf-free.html Creswell, J. W. (2022). Research Design. SAGE Publications. Francisco, C., & Celon, L. (2020). Teachers’ Instructional Practices and Its Effects on Students’ Academic Performance. International Scientific Research Organization for Science, Engineering and Technology (ISROSET). Retrieved from https://files.eric.ed.gov/fulltext/ED607985.pdf Gillespie, C. H. (2022). Theories of Immanence as a way forward for teacher education. Studies in Philosophy and Education, 42(6), 633–647. https://doi.org/10.1007/s11217-023-09902-7 Joe, N. (2021). Method of Teaching Araling Panlipunan and its Effect on the Grade-10 Students’ Performance in Indanan National High School Timbangan Campus Jolo, Sulu Philippines. Retrieved from https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-5-issue-12/68-72.pdf Letina, A. (2023). Application of Teaching Strategies and Methods in Science and Social Studies Classes. Pedagoska Obzorja, 38(1), 32-47. https://doi.org/10.55707/ds-po.v38i1.3 Lorbis, J. C. (2019). Utilization of contextualized teaching and learning. Retrieved from https://files.eric.ed.gov/fulltext/ED603874.pdf Metzgar, M. (2023). Revised Bloom’s Taxonomy in a Principles of Economics Textbook. Acta Educationis Generalis, 13(3), 15-28. https://doi.org/10.2478/atd-2023-0019 Miguel-Revilla, D., Martínez-Ferreira, J. M., & Sánchez-Agustí, M. (2020). Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model. Australasian Journal of Educational Technology, 36(2), 1-12. https://doi.org/10.14742/ajet.5281 Nkire, F. (2024). Researchgate.net. Retrieved September 18, 2024, from https://www.researchgate.net/publication/380548063_Use_of_Motivation_Strategies_in_Social_Studies_TeachingLearning_Processes/references Soler-Costa, R., Dominguez-Fernandez, A., & Sureda-Negre, J. (2021). Strategies for Effective Teaching: An Analysis of Classroom Practices in Social Studies. International Journal of Educational Research Open, 2(1), 100023. https://doi.org/10.1016/j.ijedro.2021.100023 Vegas, E., Ziegler, L., & Zerbino, N. (2019). How Ed-Tech Can Help Leapfrog Progress in Education. Center for Universal Education at The Brookings Institution. Retrieved from https://eric.ed.gov/?id=ED602936 Wijayasari, E., Paramita, M., & Kurniawati. (2020). Challenge of History Teachers in Teaching and Learning Higher Order Thinking Skills (HOTS). Historical Studies Journal, 30(1), 36-45. https://doi.org/10.15294/paramita.v30i1.20031 Zhussupbayev, S., Nurgaliyeva, S., Shayakhmet, N., Otepova, G., Karimova, A., Matayev, B., & Bak, H. (2023). The effect of using computer assisted instruction method in history lessons on students' success and attitudes. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(2), 424-439. https://doi.org/10.46328/ijemst.3136 A P P E N D I C E S APPENDIX A PERMIT TO CONDUCT THE STUDY Lyceum-Northwestern University Institute of Graduate and Professional Studies Dagupan City, Philippines August 27, 2024 FATIMA R. BOADO Schools Division Superintendent School Division Office of Pangasinan 1 Lingayen, Pangasinan MADAM: I have the honor to request permission to conduct my study entitled “Best Teaching Practices for Grade 8 Araling Panlipunan in Bolinao District, Pangasinan” in partial fulfillment to the requirements for the degree of Master of Arts of Education at the Lyceum Northwestern University, Dagupan City. In this connection, may I ask permission from your good office to administer questionnaire to the identified respondents in Bolinao District II as my data gathering instrument. Thank you very much and hoping for your kind approval. Very truly yours, (SGD) MARIELA C. DAMASO Researcher Recommending Approval: (SGD) CHRISTOPHER A. DE VERA (SGD) MA. CECILIA T. BALGUA Adviser Principal II Approved: (SGD) FATIMA R. BOADO, CESO V Schools Division Superintendent SDO 1 Pangasinan APPENDIX B QUESTIONNAIRE FOR TEACHER-RESPONDENTS “Best Teaching Practices for Grade 8 Araling Panlipunan in Bolinao District, Pangasinan” Name (Optional): _____________________________________ Contact Number: _______________________________ Address: ______________________________________________________ Instruction: Please fill in the data needed in the blank or put a check box on appropriate boxes of your response. Thank you! Part I. Socio-Economic Profile 1.Age : ______________ 2.Sex : Male Female 3.Civil Status : Single Widow/Widower Others, pls. specify: Married Live-in ________________ 4.Position/designation to the current work/job:_____________________________ 5.Years of teaching in the present job ___________________________________ 6.Nature of employment: Permanent Temporary Others. _________ Contractual Job Order 7.Kinds of gadget/s used in teaching: _______________________ ________________________ _______________________ ________________________ 8.Trainings/ Seminars/ Workshops attended related to blending learning modality: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Part 2. Level of Practice in Teaching Araling Panlipunan 8 Instruction. Please rate your level of practice in teaching Araling Panlipunan 8 using various teaching methodology and strategies. Check the box under the column for each item which corresponds to your response. Use the following five-rating scale for your level of practice. 5 – Very Highly Practiced (VHP) 4 – Highly Practiced (HP) 3 – Moderately Practiced (MP) 2 – Fairly Practiced (FP) 1 – Not Practiced (NP) Teaching Practices VHP (5) HP (4) MP (3) FP (2) NP (1) A.Teaching Strategies 1. I thoroughly plan and give much effort in preparing my lesson plan. 2. I use differentiated instructions to cater my diverse learners. 3. I employ group activities in my lesson. 4. I use variety of teaching methods in my classroom instruction. 5. I contextualize and localize my lessons. B.Utilization of Technology 1. I use multimedia in my classroom instructions 2. I integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 3. I use online platforms to assign and collect students' work. 4. I employ digital assessment tools to provide instant feedback and track student progress more efficiently. 5. I encourage students to use technology to supplement learning. C. Putting Emphasis on Learning Competencies 1. I align my lesson plans with the DepEd curriculum guide. 2. I design assessments that directly measure students’ mastery of the learning competencies. 3. I provide targeted feedback that helps students understand their progress towards meeting the learning competencies. 4. I regularly review and update my teaching materials to ensure they are aligned with the current learning competencies and standards. 5. I use Individual Learning Monitoring Plan (ILMP) to monitor my learners progress towards meeting the learning competencies. What are the best practices do you implement in your teaching for the Araling Panlipunan 8 which makes your students more active, more engaged and achieved better learning outcomes? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Part 3. Degree of Seriousness of the Problems Encountered in Teaching Araling Panlipunan 8 Instruction. Kindly check under the column for each of the items to indicate the degree of seriousness of the problems you encounter in teaching Araling Panlipunan 8. The five-point rating scale to be used are as follows: 5– Very Highly Serious 4 – Highly Serious 3 – Moderately Serious 2 – Fairly Serious 1 – Not Serious at all Problems encountered VHS (5) HS (4) MS (3) FS (2) NS (1) A. Instructional Planning (Content, Design of learning activities, assessment of learning) 1. The lesson plans lack clear objectives. 2. The lesson plans are poorly structured, lacking a logical flow, which hinders students’ ability to follow the content step-by-step. 3. The lesson plans do not adequately consider student attention spans or learning styles. 4. The learner-centered objectives are not well-aligned with the standards of the curriculum. 5. The assessments do not effectively promote the development of learners’ higher-order thinking skills and 21st-century competencies. B. Lesson Delivery 1. Students' lack of motivation and interest in the subject. 2. Limited time to cover all required learning competencies. 3. Lack of focus due to large class sizes. 4. Lack of teaching materials. 5. Difficulty in managing student behavior while delivering lessons. C. Utilization of Technology in Teaching 1. Limited access to technology. 2. Insufficient training on effectively integrating technology in teaching. 3. Technical issues and lack of technical support. 4. Difficulty in ensuring all students have access to necessary technological tools. 5. Resistance to using new technology from both teachers and students. D. Academic Support Received from the Institution 1. Insufficient training and professional development opportunities. 2. Overload of administrative tasks are assigned to me. 3. Inadequate support from school administration. 4. Inadequate classroom facilities. 5. Lack of parental support for students' education. Thank you very much! APPENDIX C QUESTIONNAIRE FOR SCHOOL HEAD-RESPONDENTS “Best Teaching Practices for Grade 8 Araling Panlipunan in Bolinao District, Pangasinan” Name (Optional): ______________________________________ Contact Number: ____________________________ Address: ___________________________________________________ Instruction: Please fill in the data needed in the blank or put a check box on appropriate boxes of your response. Thank you! Part I. Socio-Economic Profile 1.Age : ______________ 2. Sex : Male Female 3.Civil Status : Single Widow/Widower Married Live-in Others, pls. specify:________ 4. Highest Educational Attainment College Graduate With Master’s Units Master’s Degree Holder With Doctoral Degree Units Doctoral Degree Holder Others. Please specify. __________________________ 5. Position/designation: _____________________________ 6.Number of years as school head: _________________________ 7.School Type National High School Temporary Others, pls specify ____________ 8. Number of teachers teaching Grade 8 Araling Panlipunan under your supervision: _______________ Part 2. Perception of the Level of Practice in Teaching Araling Panlipunan 8 Instruction. Please indicate the degree of seriousness of the problems you perceive teachers encounter in teaching Araling Panlipunan 8 by checking the appropriate box.. 5 – Very Highly Practiced (VHP) 4 – Highly Practiced (HP) 3 – Moderately Practiced (MP) 2 – Fairly Practiced (FP) 1 – Not Practiced (NP) Teaching Practices VHP (5) HP (4) MP (3) FP (2) NP (1) A.Teaching Strategies 1. Araling Panlipunan 8 teachers thoroughly plan and prepare their lessons. 2. Araling Panlipunan 8 teachers employ differentiated instruction to cater to diverse learners. 3. Araling Panlipunan 8 teachers regularly implement group activities. 4. Araling Panlipunan 8 teachers use a variety of teaching methods. 5. Araling Panlipunan 8 teachers contextualize and localize lessons. B.Utilization of Technology 1. Araling Panlipunan 8 teachers use multimedia in classroom instruction. 2. Araling Panlipunan 8 teachers integrate educational apps and online platforms to supplement traditional teaching methods and provide additional practice for students. 3. Araling Panlipunan 8 teachers utilize online platforms to assign and collect students' work 4. Araling Panlipunan 8 teachers employ digital assessment tools to provide instant feedback and track student progress more efficiently. 5. Araling Panlipunan 8 teachers encourage students to use technology to enhance their learning experience. C. Emphasis on Learning Competencies 1. Araling Panlipunan 8 teachers align their lesson plans with the DepEd curriculum guide. 2. Araling Panlipunan 8 teachers design assessments that directly measure students’ mastery of the learning competencies. 3. Araling Panlipunan 8 teachers provide targeted feedback to help students understand their progress toward meeting the learning competencies. 4. Araling Panlipunan 8 teachers regularly review and update their teaching materials to ensure alignment with current learning competencies and standards. 5. Araling Panlipunan 8 teachers use the Individual Learning Monitoring Plan (ILMP) to monitor learners' progress toward meeting the learning competencies. Part 3. Degree of Seriousness of the Problems Encountered in Teaching Araling Panlipunan 8 Instruction. Please indicate the degree of seriousness of the problems you perceive as encountered in teaching Araling Panlipunan 8 of teachers by putting a check mark (/) on the appropriate boxes. The five-point rating scale to be used are as follows: 5– Very Highly Serious 4 – Highly Serious 3 – Moderately Serious 2 – Fairly Serious 1 – Not Serious at all Problems encountered VHS (5) HS (4) MS (3) FS (2) NS (1) A. Instructional Planning (Content, Design of learning acts, time allocation, assessment of learning) 1. Difficulty in linking activities to learning objectives. 2. Limited time to cover all required competencies. 3. Lack of instructional materials. B. Lesson Delivery 1. Managing large class sizes. 2. Addressing diverse learning styles. 3. Appropriate teaching styles and effective communication delivery. C. Utilization of Technology in Teaching 1. Lack of access to sufficient technology tools. 2. Insufficient training in technology integration. 3. Lack of gadgets or technology available for teacher. Part IV. Suggestions for Improvement Instruction: Please provide suggestions or recommendations to improve the teaching of Grade 8 Araling Panlipunan in your school: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________. Thank you very much! APPENDIX D Test of Reliability of the Indicators for Part II The value of Cronbach's alpha is a measure of consistency among indicators for a given dimension. It is a measure of scale reliability. Statistically speaking, Cronbach’s alpha is a coefficient of reliability (or consistency). Based on the pilot testing of the research instrument, the alpha coefficient for the ten (10) dimensions for the second part of the survey questionnaire, i.e. from A to J measuring the level of practice of Araling Panlipunan 8 teachers ranged from .724 to .912. This means that they all passed the reliability test using Cronbach’s alpha. Cronbach’s alpha is a measure of internal consistency and is considered to be a measure of scale reliability where the acceptable coefficient is .70 or higher. The tables below show the reliability test results. Part 2. Level of Practice in Teaching Araling Panlipunan 8 A.Cronbach Alpha coefficient for the Teaching Strategies Dimension with five qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .724 5 B.Cronbach Alpha coefficient for the Higher Blooms Taxonomy Consideration Dimension with five qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .837 5 C.Cronbach Alpha coefficient for the Student-Centered Approach in Teaching Dimension with five qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .737 5 D.Cronbach Alpha coefficient for the Didactic Teaching Methodology Dimension with five qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .898 5 E.Cronbach Alpha coefficient for the Implementing Technological Pedagogical Content Knowledge (TPACK) Model Dimension with five qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .784 5 F.Cronbach Alpha coefficient for the Contextualized Teaching and Learning (CTL) Approach Dimension with five qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .876 5 G.Cronbach Alpha coefficient for the Use of Remedial Intervention Material (RIMAP) Dimension with five qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .911 5 H.Cronbach Alpha coefficient for the Implementing Traditional Teaching Methodology in Class Dimension with five qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .856 5 I.Cronbach Alpha coefficient for the Utilization of Technology Dimension with five qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .838 5 J.Cronbach Alpha coefficient for the Putting Emphasis on Learning Competencies Dimension with five qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .912 5 Part 3 of the Survey Questionnaire Degree of Seriousness of the Problems Encountered in Teaching Araling Panlipunan 8 Based on the pilot testing of the research instrument, the alpha coefficient for the four (4) dimensions measuring the degree of seriousness of the problems encountered by Araling Panlipunan 8 teachers is indicated in the tables below. A.Cronbach Alpha coefficient for the problems encountered on Instructional Planning (Content, Design of learning activities, Time allocation, Assessment of learning) Dimension with 20 qualifying statements (Cases process: 12). Cronbach's Alpha N of Items .984 20 B.Cronbach Alpha coefficient for the problems encountered on Lesson Delivery Dimension with 5 qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .883 5 C.Cronbach Alpha coefficient for the problems encountered on Utilization of Technology in Teaching Dimension with 5 qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .952 5 D.Cronbach Alpha coefficient for the problems encountered on the Academic Support Received from the Institution Dimension with 5 qualifying statements (Cases process: 12) Cronbach's Alpha N of Items .801 5 With the Cronbach’s alpha coefficient ranging from .801 to .984, all the variables included as qualifying statements for the four dimensions are highly reliable. Therefore the survey instrument measuring the degree of seriousness of the problems encountered by the Araling Panlipunan 8 teachers is reliable and can be used in data gathering. C U R R I C U L U M V I T A E

Published Paper   E-Certificate

MARIELA C. DAMASO (February-2025). BEST TEACHING PRACTICES FOR GRADE 8 ARALING PANLIPUNAN IN BOLINAO DSITRICT, PANGASINAN. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(2), b492-b537. https://ijnrd.org/papers/IJNRD2502158.pdf

Volume 10 Issue 2, February-2025

Pages : b492-b537

Paper Reg. ID: IJNRD_303864

Published Paper Id: IJNRD2502158

Research Area: Management All

Author Type: Foreign Author

Country: BOLINAO, PANGASINAN, Philippines

Published Paper PDF: https://ijnrd.org/papers/IJNRD2502158.pdf

Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2502158

Journal Name: INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT(IJNRD)

UGC CARE JOURNAL PUBLICATION | ISSN: 2456-4184 | IMPACT FACTOR: 8.76 Calculated By Google Scholar | ESTD YEAR: 2016

An International UGC CARE JOURNAL PUBLICATION, Low Cost, Scholarly Open Access, Peer-Reviewed, Refereed Journal Impact Factor 8.76 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator

Publisher: IJNRD (IJ Publication) Janvi Wave | IJNRD.ORG | IJNRD.COM | IJPUB.ORG

© 2026 - Authors hold the copyright of this article. This work is licensed under a Creative Commons Attribution 4.0 International License. and The Open Definition. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0). 🛡️ Disclaimer: The content, data, and findings in this article are based on the authors’ research and have been peer-reviewed for academic purposes only. Readers are advised to verify all information before practical or commercial use. The journal and its editorial board are not liable for any errors, losses, or consequences arising from its use.

Call For Paper - Volume 11 | Issue 4 | April 2026

IJNRD is a Scholarly Open Access, Peer-Reviewed, Refereed, and UGC CARE Journal Publication with a High Impact Factor of 8.76 (calculated by Google Scholar & Semantic Scholar | AI-Powered Research Tool). It is a Multidisciplinary, Monthly, Low-Cost, and Transparent Peer Review Journal Publication that adheres to the New UGC CARE Transparent Peer-Reviewed Journal Policy and aligns with Scopus Journal Publication standards to ensure the highest level of research quality and credibility.

IJNRD offers comprehensive Journal Publication Services including indexing in all major databases and metadata repositories, Digital Object Identifier (Crossref DOI) assignment for each published article with additional fees, citation generation tools, and full Open Access visibility to enhance global research reach and citation impact.

The INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT (IJNRD) aims to advance applied, theoretical, and experimental research across diverse academic and professional fields. The journal promotes global knowledge exchange among researchers, developers, academicians, engineers, and practitioners, serving as a trusted platform for innovative, peer-reviewed journal publication and scientific collaboration.

Indexing Coverage: Google Scholar, SSRN, ResearcherID-Publons, Semantic Scholar (AI-Powered Research Tool), Microsoft Academic, Academia.edu, arXiv.org, ResearchGate, CiteSeerX, ResearcherID (Thomson Reuters), Mendeley, DocStoc, ISSUU, Scribd, and many other recognized academic repositories.

Transparent Peer Review Journal Publication: IJNRD operates a strict double-blind peer review system managed by 3000+ expert reviewers, ensuring ethical, unbiased, and high-quality review for every research paper.

For Indian Authors : Get a transparent peer review report from Scholar9.com for just ₹1000. View Sample Report

For Foreign Authors : A detailed peer review report is available through Scholar9.com for $20 USD. View Sample Report

Transparent Peer Review Journal Publication

⭐ Transparent Peer Review | 🕵️‍♂️ Double-Blind | 👨‍🏫 3000+ Expert Reviewers | 🇮🇳 Report for India Author ₹1000 | 🌐 Report for Foreign Author $20 | 📄 Sample Reports on Scholar9.com | 🌍 High Credibility | ⚖️ Ethical & Unbiased Evaluation

How to submit the paper?

By Our website

Click Here to Submit Paper Online

By Mail

Send your paper to editor@ijnrd.org

Recently, the UGC discontinued the UGC-CARE Journal List and introduced new parameters that allow publication in Transparent Peer-Reviewed (Refereed) Journals. IJNRD is Transparent Peer Review Journal Valid As per New UGC Notification.

You can now publish your research paper in IJNRD.ORG. IJNRD is a Transparent Peer-Reviewed Open Access (Refereed Journal), UGC and UGC CARE Approved, Crossref DOI, Multidisciplinary, Impact Factor calculate by Google Scholar. As an International, open-access, and online journal, Publishing with us ensures wider reach, academic credibility, and enhanced recognition for your work.

For more details, refer to the official notice: UGC Public Notice

⭐ Low Cost ₹1570 | 📚 UGC CARE Approved | 🔍 Peer-Reviewed | 🌐 Open Access | 🔗 Crossref DOI & Global Indexing | 📊 Google Scholar Impact Factor | 🧪 Multidisciplinary

Submit Paper Online  Call for Paper  About IJNRD UGC CARE Approval

Important Dates for Current issue

Paper Submission Open For: April 2026

Current Issue: Volume 11 | Issue 4 | April 2026

Impact Factor: 8.76

Last Date for Paper Submission: Till 30-Apr-2026

Notification of Review Result: Transparent peer review process - your paper is evaluated by experts, and you receive acceptance or rejection updates via email and SMS.

Publication of Paper: Once all documents are submitted, your paper is published without delay, and you can instantly download your certificate and confirmation letter online.

Frequency: Monthly (12 issue Annually).

Journal Type: IJNRD is an international open-access journal offering Low Cost Journal Publication, transparent Peer Review Journal Publication, Crossref DOI, and multidisciplinary research visibility under UGC CARE Approved Journal Publication.

Subject Category: Research Area

Approval, Licenses and Indexing: More Details

Call For Paper - Volume 11 | Issue 4 | April 2026

IJNRD.org offers low-cost journal publication starting at ₹1570 with UGC CARE Approved, refereed, peer-reviewed, open-access publishing. This multidisciplinary monthly journal, available in both online and print formats, features a strong Google Scholar-based impact factor of 8.76, Transparent Peer Review, CrossRef DOI, global indexing, fast publication, and complete metadata for maximum research visibility and citation impact across multidisciplinary domains.

Volume 11 | Issue 4 | April 2026 | IJNRD Transparent Peer Review Certificate | Submit Paper Online till 30-Apr-2026

⭐ UGC CARE Approved Refereed Journal | 🔍 Transparent Peer Review | 🌐 Open Access Publishing | 💰 Low-Cost ₹1570 | 🔗 CrossRef DOI & Global Indexing | 📊 Google Scholar Impact Factor 8.76 | 🧪 Multidisciplinary | Online & Print

Submit Paper Online