Araling Panlipunan

This study examined teachers’ readiness and perceived effectiveness in implementing Makabansa and Araling Panlipunan under the revised K to 10 (MATATAG) Framework across 33 public schools in the Schools Division of Parañaque City during School Year 2025–2026. Specifically, it sought to determine whether teacher readiness significantly predicted perceived effectiveness and to identify which readiness domains most strongly influenced outcomes. Employing a quantitative-correlational design, the study utilized stratified random sampling to ensure proportional representation across grade levels and supervisory contexts. The study involved 271 public school respondents, composed of 227 teachers handling learners in Key Stages 1–3 and 44 immediate coordinators, namely head teachers and master teachers. Data were collected through validated researcher-made survey instruments measuring readiness and perceived effectiveness and were analyzed using descriptive statistics, correlation, and regression techniques. Findings revealed that both teachers and coordinators demonstrated very high levels of readiness and effectiveness. Correlation analysis confirmed a significant positive relationship between readiness and effectiveness, while regression analysis demonstrated that readiness significantly predicted effectiveness. Teacher readiness explained 22.4% of the variance in perceived effectiveness (R² = .224, β = .473, p < .001), while coordinator readiness explained 53.9% (R² = .539, β = .734, p < .001). As a practical output, the study developed a Teacher Readiness Toolkit for Makabansa and Araling Panlipunan.

This study examined the relationship between pupils’ involvement in school-initiated absenteeism interventions and their academic achievement in Araling Panlipunan in Kadingilan II District, Bukidnon (SY 2019–2020). A descriptive-correlational design was employed involving 101 Grade 4 pupils identified as at risk of dropping out. Data were collected using a validated questionnaire (CVI = 0.89; Cronbach’s α = 0.91) and analyzed using descriptive statistics, independent t-test, one-way ANOVA, and Pearson product–moment correlation. Respondents were predominantly male (65.3%), aged 10–11 years (61.4%), from low-income households (85.1% earning ₱1,000–₱10,999), with parents largely self-employed (92.1%) and with elementary education (80.2%). Pupils reported high involvement in interventions: close-door counseling (M = 4.06), home visits (M = 3.80), CFSS (M = 3.74), and school feeding (M = 4.03), while dormitory involvement was low (M = 1.47). Academic achievement was generally low, with 63% fairly satisfactory (75–79) and 36% satisfactory (80–84). No significant differences were observed across most demographic variables (p > .05), except for dormitory involvement by gender and income (p < .05). Correlation analysis showed no significant relationship between intervention involvement and academic achievement (r = -0.186 to 0.149, p > .05). Findings indicate that while interventions enhance participation, they do not directly predict academic outcomes.