Authors : Sheryl J. Dayoc

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/4d7m4vcf

Scribd : https://tinyurl.com/mthksmr

DOI : https://doi.org/10.38124/ijisrt/25aug841

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Abstract : This research examined how junior high school teachers make Social Studies more engaging by analyzing data from six participants in the Compostela West District, Davao de Oro Division through thematic content analysis. Results pointed to three main approaches, collaborative learning, discussion-driven methods, and the use of multimedia. These strategies reflected the teachers’ commitment to spark student interest, even while facing ongoing challenges such as sustaining participation and meeting diverse learning needs. The study also showed that these approaches encouraged critical thinking and helped connect lessons to real-life situations. However, barriers persisted, including limited access to technology and varying levels of student understanding, particularly in rural schools with poor digital infrastructure. Teachers stressed the importance of institutional support, such as training in inclusive strategies and curriculum adjustments to close engagement gaps. Based on their insights, the study suggested practical measures like differentiated instruction, blended teaching approaches, and professional development programs focused on inclusive practices. In conclusion, the findings emphasize that student-centered and technology-supported strategies are essential for making Social Studies a more dynamic subject that nurtures historical empathy and civic responsibility among learners today.

Keywords : Teaching Pedagogies, Social Studies, Narrations, Junior High School Teachers.

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