Contextualized Social Studies Instruction and Civic Meaning-Making among Secondary Learners
DOI:
https://doi.org/10.5281/zenodo.21425129Keywords:
civic education, civic meaning-making, contextualized instruction, local learning materials, secondary learners, Social StudiesAbstract
This study investigated the influence of contextualized Social Studies instruction on civic meaning-making among secondary learners at Rang-Ayan National High School, City of Ilagan, Isabela. A cross-sectional explanatory design with construct-based predictive modeling was employed. Participants were selected through proportionate stratified random sampling across grade levels. Data were gathered using a validated questionnaire measuring local relevance, community connection, familiar social issues, local learning materials, civic interpretation, perspective-taking, reflective judgment, and civic responsibility. The instrument obtained an overall content validity index of 0.92 and a Cronbach’s alpha coefficient of 0.93. Descriptive statistics and partial least squares structural equation modeling with bootstrapping were used to analyze the data. Results showed that contextualized Social Studies instruction was favorably assessed, with local relevance receiving the highest rating, while the integration of authentic local materials obtained the lowest. Civic meaning-making was also rated favorably, although perspective-taking remained comparatively weak. The measurement model demonstrated acceptable internal consistency, convergent validity, and discriminant validity. Contextualized Social Studies instruction significantly predicted civic meaning-making, with a path coefficient of 0.647 and an effect size of 0.721. It explained 41.90 percent of the variance in civic meaning-making and demonstrated meaningful predictive relevance. The findings confirmed that connecting Social Studies lessons with community realities strengthened learners’ civic understanding and responsibility. Greater use of authentic local sources, multiperspective inquiry, and evidence-based civic discussion was recommended.
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