Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 45 no. 8 (2025)

Innovative Approaches in Social Science Education: Analyzing Teacher Practices for Sustaining Student Interest and Engagement

John James Malizon

Discipline: Education

 

Abstract:

The integration of innovative teaching methods in Social Science education was crucial for enhancing student engagement and improving learning outcomes. This study examined the strategies employed by Social Science teachers to maintain engaging and effective instruction, while also identifying challenges such as insufficient resources and limited access to professional development opportunities. Additionally, it explored teachers' perceptions of the effectiveness of their instructional approaches in sustaining student interest and improving academic performance (Tomlinson, 2022; Gibbons & Borders, 2021). Using a descriptive quantitative research design, the study investigated the teaching practices of Social Science educators in public secondary schools within the Division of Tanauan. A purposive-convenience sampling method was used to select 8 teachers from a population of 50. Results indicated a strong positive relationship between the effectiveness of experiential learning and technology-based teaching strategies. Based on these findings, the study recommended the development of a technology-focused training program to address teachers' needs, ranging from creating interactive presentations to dynamic assessments. Additionally, it suggested mentoring programs where more technologically advanced teachers could support their peers. Collaboration across schools was encouraged to promote research on technology-enhanced teaching methods. Further research was needed to identify commonly used educational technologies to inform the development of targeted training and resource programs.



References:

  1. Alcala, A. M., Cruz, P. J., & Gomez, L. T. (2020). *Challenges in implementing LRMDS in rural areas: A case study*. International Journal of Educational Technology, 19(3), 123-136.
  2. Alazmi, H. S., & Alemtairy, G. (2024). The effects of immersive virtual reality field trips upon student academic achievement, cognitive load, and multimodal presence in a social studies educational context. Education and Information Technologies.
  3. Alfassi, M. (2020). The role of digital tools in enhancing social science education.*Journal of Social Sciences and Education, 45*(3), 234-247.
  4. Aronson, B., & Laughter, J. (2021). The theory and practice of culturally relevant education: Expanding the conversation to include gender identity. Review of Educational Research, 91(3), 319–351.
  5. Bautista, R. M. (2022). *Differentiated instruction and the used of LRMDS resources: Teachers' perspectives*. Philippine Journal of Educational Development, 10(2), 67-85.
  6. Bautista, R. (2022). *Navigating educational platforms: The gap in teachers' understanding of LRMDS resources in the Philippines*. *Journal of Educational Technology and Innovation, 14*(2), 150-164.
  7. Chen, C. H., Chang, C. Y., & Tsai, C. C. (2020). The effect of collaborative learning on student engagement and learning outcomes in a higher education context. *Computers & Education, 143*, 103673.
  8. Condliffe, B. (2022). Project-based learning: A literature review (2nd ed.). Lucas Education Research. https://LucasEducationResearch.org/pbl-literature-review 
  9. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2021). *Effective teacher professional development*. Learning Policy Institute.
  10. Deci, E. L., & Ryan, R. M. (1985). *Intrinsic motivation and self-determination in human behavior*. Plenum Press.
  11. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. *Psychological Inquiry, 11*(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
  12. Deysolong, J. A. (2023). Assessing the benefits of cooperative learning or group work: Fostering collaboration and enhancing learning outcomes. International Journal of e-Collaboration.
  13. Department of Education (DepEd). (2020). *Learning Resource Management and Development System (LRMDS) Handbook*. Department of Education, Republic of the Philippines. Retrieved from https://lrmds.deped.gov.ph
  14. Department of Education. (2020). *Learning Resource Management and Development System: Framework and guidelines*. DepEd Publishing.
  15. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2020). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 117(3), 110-115.
  16. Fry, H., & Seely, J. (2020). Innovations in learning design: The impact of technology on social sciences education. *Learning Technologies Journal, 32*(1), 56-68.
  17. Gay, G. (2020). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
  18. Hall, T. E. (2020). Differentiated instruction: Meeting students where they are. National Center on Accessing the General Curriculum, p. 14.
  19. Hill, A., & Solem, M. (2020). Exploring the used of GIS in geography education.*Journal of Geography and Education, 39*(2), 112-128.
  20. Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute.
  21. Izzah Salsabila, T., Putra, A. K., & Matos, T. (2022). Mobile Virtual Field Trip and Geography Education: Potential Exploration of Complex Problem Solving and Spatial Intelligence Capabilities. International Journal of Interactive Mobile Technologies (iJIM), 16(24),          21–31. https://doi.org/10.3991/ijim.v16i24.36157
  22. Jakes, D. S. (2021). The impact of inquiry-based learning on student engagement and achievement. *International Journal of Social Science Education Research, 7*(2), 10-25.
  23. Jowallah, R. (2020). Virtual field trips: Bringing the world to the classroom. *Educational Technology Research and Development, 68*(1), 119-132.
  24. Kolb, D. A. (1984). *Experiential learning: Experience as the source of learning and development*. Prentice Hall.
  25. Kozanitis, A., & Nenciovici, L. (2023). Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: A meta-analysis. Higher Education, 86, 1377–1394.
  26. Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.
  27. Lane, M., & Grape, A. (2023). Utilizing experiential learning to deepen understanding in an MSW macro practice class: Impact on learning and EPAS competencies. Journal of Teaching in Social Work, 44(1), 2–16.
  28. Martin, J., Hernandez, P., & Villarosa, M. (2021). Integrating digital resources in the classroom: Exploring the role of LRMDS in modern pedagogy.*International Journal of Educational Innovation, 5*(1), 85-102.
  29. Miller, S. J. (2023). Teaching social studies in the real world: Bridging theory and practice. Routledge.
  30. Mutawakkil, M. (2024). Assessing the Effectiveness of Project-Based Learning in Social Studies Education. West Science Social and Humanities Studies, 2(05), 722–727.
  31. Osorno, R. D., & Bajao, G. T. (2021). Philippine culture & tourism geography. Unlimited Books Library Services & Publishing Inc.
  32. Peterson, M. (2021). The benefits of online collaborative platforms in social sciences education. *Educational Research Journal, 34*(2), 89-102.
  33. Piaget, J. (1973). *To understand is to invent: The future of education*. Grossman Publishers.
  34. Rahaman, N. (2024). The impact of culturally responsive teaching on student engagement in class 12 classrooms. International Journal of Literacy and Education, 4(2), 142–145. https://www.educationjournal.info/archives/2024.v4.i2.B.221
  35. Ramos, R. S., & Sunga, S. F. (2024). Effectiveness of inquiry-based learning in enhancing critical thinking skills among grade 10 junior high school students. International Journal of Education Humanities and Social Science, 7(6), 176–187.
  36. Reyes, A., Delos Santos, T., & Miraflor, R. (2021). Awareness and utilization of LRMDS  resources  among  educators  in  urban  and  rural  schools.*Philippine Educational Research Journal, 12*(4), 225-239.
  37. Roblyer, M. D., & Hughes, J. E. (2020). Integrating educational technology into teaching (8th ed.). Pearson, p. 45.
  38. Santos, G., Villanueva, S., & Cruz, M. (2020). Enhancing instructional differentiation through LRMDS: Teachers' used of digital resources for diverse learners. *Journal of Inclusive Education Studies, 9*(3), 180-195.
  39. Smith, A., & Johnson, B. (2023). Digital storytelling: A tool for fostering student engagement in contemporary classrooms. Educational Technology Press.
  40. Spector, J. M. (2022). *Foundations of educational technology: Integrative approaches and interdisciplinary perspectives* (3rd ed.). Routledge.
  41. Tomlinson, C. A., & Moon, T. R. (2020). Assessment and Student Success in a Differentiated Classroom (2nd ed.). ASCD.
  42. Torres, H. G., & Cabral, J. (2021). Enhancing student engagement through multimedia resources in LRMDS. *Educational Innovations Quarterly, 8*(1), 72-89.
  43. Vygotsky, L. S. (1978). *Mind in society: The development of higher psychological processes*. Harvard University Press.
  44. Yan, Z., & Brown, G. T. L. (2022). Assessment for learning in the classroom: Barriers, adaptations, and future directions. Educational Research Review, 36, 100459.
  45. Yan, Z., Chiu, M. M., & Ko, P. Y. (2023). Effects of formative assessment on students' academic achievement: A meta-analysis. Educational Research Review, 39, 100532

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic