Contextualization of Social Studies Curriculum through Project-Based Learning

Social Studies Education, Social Science

This research delves into the integration of Project-Based Learning (PBL) in the instructional practices of Social Studies teachers within the secondary schools of the 2nd Congressional District in the Province of Sorsogon. Employing a mixed-methods research approach, the study evaluates teachers' proficiency levels, the extent of PBL adoption, and the challenges faced in incorporating Social Studies topics through PBL from the 30 selected respondents. The findings reveal diverse competency levels among teachers, showcasing strengths in collaborative teamwork and identifying hurdles in utilizing technology tools. Positive aspects of PBL implementation are acknowledged, alongside challenges in introducing concepts and guiding students. The importance of infusing local culture into education emerges as a critical factor. The research identifies gaps such as inadequate training, learner disinterest, and administrative barriers. The conclusions emphasize the imperative for heightened awareness, targeted support, and a holistic approach to PBL implementation. Recommendations put forth strategies for increased awareness, improved technology proficiency, collaborative planning, and tailored teacher training. The study provides learning sessions and lesson plans designed to enhance the integration of PBL in Social Studies, highlighting its potential to elevate the educational experience.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.