Pedagogical Practices and Learners’ Performance in Social Studies

Minceljoi I. Flores

doi:10.36948/ijfmr.2026.v08i01.67540

Pedagogical Practices and Learners’ Performance in Social Studies

Author(s)	Minceljoi I. Flores
Country	Philippines
Abstract	This study examined the relationship between pedagogical practices and learners’ performance in Social Studies among public schools in the Schools Division of Antique during the school year 2025. The study involved 203 respondents composed of Social Studies teachers and learners. It aimed to determine the level of teachers’ pedagogical practices in terms of instructional strategies, classroom management, assessment methods, and learner-centered approaches, as well as the level of learners’ academic performance in Social Studies. A descriptive-correlational research design was employed, using a survey questionnaire as the primary data-gathering instrument, complemented by learners’ academic records. Data were analyzed using appropriate descriptive and inferential statistical tools. Results revealed that teachers’ pedagogical practices were generally rated at a high level, indicating consistent use of effective teaching strategies, varied instructional methods, and appropriate assessment techniques. Learners’ performance in Social Studies was also found to be satisfactory, with most learners achieving average to above-average academic outcomes. Further analysis showed a significant relationship between pedagogical practices and learners’ performance, suggesting that effective and learner-centered teaching practices contribute positively to improved academic achievement in Social Studies. The findings highlight the crucial role of teachers’ instructional competence in enhancing learners’ understanding, engagement, and performance in the subject. Based on the results, it is recommended that school administrators support continuous professional development programs focusing on innovative and learner-centered pedagogical practices. Teachers are also encouraged to sustain and enhance effective instructional strategies to further improve learners’ academic performance in Social Studies. The study provides valuable insights for educators and policymakers in strengthening instructional practices and learning outcomes.
Keywords	pedagogical practices, learners’ performance, Social Studies, instructional strategies, Antique
Field	Sociology > Education
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-02-27
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.67540

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Pedagogical Practices and Learners’ Performance in Social Studies

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