Abstract

Understanding society and human progress requires studying history, as it offers valuable insights into cultural evolution, which is crucial for informed citizenship. This study evaluated the effectiveness of Araling Panlipunan teaching in the Eastern Kayapa District, Nueva Vizcaya. It focused on analyzing the demographic characteristics of teachers, the achievement of Araling Panlipunan's general objectives, factors influencing instruction, challenges faced during the teaching-learning process, and the interventions teachers implemented. A descriptive-survey research design was utilized, involving 20 public elementary school teachers chosen through simple random sampling. Data collection was conducted using a researcher-developed and validated questionnaire, with analysis performed using frequency, percentage, weighted mean, and standard deviation. The results indicated that the majority of respondents were female, married, held the Teacher III position, had a master's degree, and possessed one to five years of teaching experience. The general objectives of Araling Panlipunan were achieved (M = 4.10), reflecting effective implementation of the subject's learning goals. Factors influencing instruction were generally effective (M = 3.79), with assessment tools rated highest, while instructional media received the lowest rating. Overall, the challenges encountered were moderately serious (M = 2.57), with home-related issues being the main concern. Teachers frequently employed various interventions (M = 4.02), notably remedial instruction, policy awareness, and enhanced collaboration with parents and stakeholders. The study concludes that Araling Panlipunan instruction in the district is largely effective, supported by skilled teachers and consistent instructional practices, though improvements in instructional resources and stronger home-school partnerships are necessary to further improve learning outcomes.