This study explored the innovative strategies employed by Araling Panlipunan teachers in the Tabaco City Division, aiming to enhance instructional practices and student engagement. It addressed four key sub-problems: identifying the innovative strategies used; assessing the level of usage across eight specific approaches—personalized learning, project-based learning, jigsaw, open-ended questions, flipped classroom, inquiry-based learning, culturally inclusive teaching, and flexible learning; examining the challenges faced in implementing these strategies; and proposing a lesson exemplar to improve their application. Using a survey research design, the study gathered data from all sixty-six (66) Araling Panlipunan teachers in the division through total enumeration. Quantitative analysis was conducted using frequency count, percentage, and weighted mean to interpret the responses. Findings revealed that teachers actively integrate various innovative strategies, with project-based learning and inquiry-based learning being among the most frequently used. However, strategies like flipped classroom and flexible learning showed moderate to low levels of implementation, often due to limited resources, technological constraints, and lack of training. Challenges also included time constraints, curriculum rigidity, and varying student readiness. To address these gaps, the study proposed a culturally inclusive, inquiry-based lesson exemplar designed to be adaptable across different learning modalities. This exemplar aims to support teachers in effectively applying innovative strategies while aligning with the contextual realities of Tabaco City schools. Overall, the study underscores the need for sustained professional development and institutional support to foster innovation in Araling Panlipunan instruction.
Emmanuela Jojit Habal Boragay (Mon,) studied this question.