Lived Instructional Experiences of Araling Panlipunan Teachers in Teaching Grade 10 Learners: Pedagogical Practices, Classroom Challenges, and Learner Engagement in Public Secondary Schools

Abstract

Abstract

This qualitative study explored the lived instructional experiences of Araling Panlipunan teachers in teaching Grade 10 learners at Cabagan Riverside National High School. Specifically, the study examined teachers’ pedagogical practices, classroom challenges, and learner engagement experiences in Araling Panlipunan instruction. Using a qualitative phenomenological research design, the study involved purposively selected Grade 10 Araling Panlipunan teachers from the said public secondary school. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Findings revealed that teachers utilized contextualized and learner-centered pedagogical approaches such as collaborative discussions, inquiry-based activities, debates, role-playing, multimedia-assisted instruction, and community-related learning tasks. Participants perceived that these strategies enhanced learners’ critical thinking, participation, and social awareness. However, teachers encountered instructional challenges related to limited instructional resources, overcrowded classrooms, varying learner motivation, reading comprehension difficulties, and insufficient time for in-depth classroom discussions. Despite these challenges, participants demonstrated adaptability and commitment in sustaining learner engagement through flexible and creative teaching approaches. The study highlights the importance of strengthening instructional support systems, improving access to educational resources, and enhancing professional development opportunities for Araling Panlipunan teachers in public secondary schools.