Determinants of Student Engagement in Learning Araling Panlipunan

Abstract

Student engagement is central to meaningful learning in Araling Panlipunan, yet learners differ in the extent to which they participate, remain interested, and cognitively invest in the subject. This study determined the key determinants of student engagement in learning Araling Panlipunan among Junior High School students and used the findings as the basis for a lesson exemplar. A sequential explanatory mixed-methods design was employed. The quantitative phase involved 275 Grade 7 to Grade 10 respondents selected through stratified random sampling, while the qualitative phase involved 24 students selected purposively for individual interviews. Data were gathered using a researcher-developed and expert-validated questionnaire and a validated interview guide. Quantitative data were analyzed using the weighted arithmetic mean, whereas qualitative data were managed with NVivo and examined through Braun and Clarke’s thematic analysis. The overall weighted arithmetic mean for the four determinants was 3.35 (Strongly Agree). Pedagogical strategies obtained the highest mean (3.45), followed by curriculum content (3.44), use of technology (3.36), and student attitudes and perceptions (3.16). Qualitative findings further showed that engagement increased when instruction was learner-centered, interactive, contextualized, and supported by purposeful technology; when students perceived the subject as relevant to civic life and personal experience; and when curriculum content was organized, interdisciplinary, and connected to contemporary issues. The findings informed the development of “Ka-MaTa: Mula sa Kaalaman patungo sa Makahulugang Talakayan,” a lesson exemplar designed to translate these determinants into student-centered classroom practice. The study underscores the value of aligning pedagogy, technology, learner dispositions, and curriculum relevance to strengthen behavioral, emotional, and cognitive engagement in Araling Panlipunan.