Instructional Practices of Social Studies Teachers in Basic Education

Jazel Grace Q. Bihag; Rommel B. Celso; Arnalyn A. Arabbi; Mahsuma I. Ladjakahal; Nurwina J. Idlana; Sitti Nahda I. Karim; Zainab A. Sahidul; Scheherazade A. Tandih; Arayana F. Kunting

doi:10.34002/jhrs.v4i1.114

Jazel Grace Q. Bihag Western Mindanao State University
Rommel B. Celso Western Mindanao State University
Arnalyn A. Arabbi Western Mindanao State University
Mahsuma I. Ladjakahal Western Mindanao State University
Nurwina J. Idlana Western Mindanao State University
Sitti Nahda I. Karim Western Mindanao State University
Zainab A. Sahidul Western Mindanao State University
Scheherazade A. Tandih Western Mindanao State University
Arayana F. Kunting Western Mindanao State University

DOI: https://doi.org/10.34002/jhrs.v4i1.114

Keywords: social science, teachers, instructional practices

Abstract

This study examines instructional practices, considerations, and perspectives of Social Studies teachers on student s academic performance. Using qualitative case study approach, the data were gathered through interviews, which were analyzed and interpreted by assigning codes to generate general themes. The findings of the study revealed six (6) themes which include 1) integrated instructional methods, 2) technology technology-enhanced learning, 3) curriculum and resources considerations, 4) personalized learning considerations, 5) students ’ holistic development perspective 6) practical application of skills perspective. The results indicate valuable insights to improve professional development of teachers, highlighting collaborative planning and teacher trainings to enhance instructional skills and overall teacher quality.