Teachers’ Instructional Strategies and Their Impact on Students' Performance in Social Studies
DOI:
https://doi.org/10.55927/ijsmr.v4i9.124Keywords:
Instructional strategies, Social Studies, Student performanceAbstract
This study examined the instructional strategies employed by Social Studies teachers and their impact on students' performance in Pangal Sur High School and Don Mariano Marcos National High School, Echague South District, Division of Isabela. Using a descriptive-correlational research design, data were gathered from 12 Social Studies teachers through a validated survey questionnaire. Findings revealed that teachers consistently implemented lecture and discussion, cooperative and collaborative learning, inquiry-based and problem-solving approaches, and the use of instructional materials and technology. Statistical analysis further showed significant relationships between teachers' instructional strategies and their demographic profile, particularly sex, age, educational attainment, and teaching experience. The study concludes that diverse, learner-centered instructional strategies and continuous professional development contribute to effective Social Studies instruction and improved student learning outcomes.
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