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UCU GS Research Journal
INNOVATIVE APPROACHES IN TEACHING ARALING PANLIPUNAN
JEANELYN T. IGNACIO

This study was conducted to give details on the use of innovative approach in teaching
Araling Panlipunan in Secondary Schools in Schools Division I, Pangasinan for the school year
2015-2016.
Specifically, it focused on the profile of the respondents along their age, sex, highest
educational attainment, length of teaching service as an Araling Panlipunan teacher and relevant
trainings attended; the extent of utilization of the teacher-respondents on innovative approaches
in teaching Araling Panlipunan along: socialized, multimedia and experiential approach; the
significant relationship between the respondents profile and their extent of utilization on
innovative approaches in teaching Araling Panlipunan; and the significant differences in the
utilization of the respondents on innovative approaches in teaching Araling Panlipunan across
their profile variables.
In light of the above findings, the following conclusions were drawn: The Araling
Panlipunan teachers in Schools Division Office I, Pangasinan are not that young and not that old
which can be a big contributing factor to their active commitment in the teaching profession;
majority of them are in their middle age making them to have more time in enhancing their craft
as a 21st century teacher. The findings simply imply that Araling Panlipunan teachers must be
encouraged to enhance their knowledge and skill in the utilization of the innovative approach in
teaching. There is no significant relationship between the respondents’ profile and their extent
of utilization on innovative approaches in teaching Araling Panlipunan. There is no significant
difference in the utilization of the respondents of the respondents in innovative approaches in
teaching Araling Panlipunan across, their profile variables.
On the basis of the findings of the study and the conclusions drawn, the following are
hereby recommended: First, persons in authority should provide professional support to the
respondents for them to be active and effective in utilizing innovative approach in teaching.
Second, there should be constant monitoring on the part of the school heads and/or principals
for them to closely follow up the teaching styles and strategies being utilized by the teachers.
Third, there is a greater need for trainings or seminars geared toward innovative teaching
approaches so that teachers will be able to enhance their knowledge and skill on the utilization
of such. Fourth, teachers must be encouraged to pursue their masteral or doctoral degree for
them to grow professionally and be able to share more to their students. Lastly, the researcher
recommends a replica of this study to investigate more on the underlying factors behind poor
utilization of innovative approaches in teaching.

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