Enhancing Student Engagement and Problem-Solving in Grade 6 Araling Panlipunan Instruction Through Multimedia Presentation

This study examined the effectiveness of multimedia slide show presentations in enhancing student engagement and problem-solving among Grade 6 learners in Araling Panlipunan in the City Schools Division of Dasmariñas. A descriptive research design was employed with 30 Grade 6 students selected through stratified random sampling. Data were gathered using a 15-item teacher-made rubric assessing engagement in real-world problems, student-centered learning, and problem-solving. Descriptive and inferential analyses included one-sample t-tests and multiple linear regression. Findings showed that engagement through multimedia slide presentations was Very Satisfactory across all three dimensions. Real-world problem engagement obtained a mean of 3.90 and was statistically significant (p = .019), while student-centered learning obtained a mean of 3.93 (p = .008). Problem-solving engagement also received a Very Satisfactory rating (M = 3.83) and was statistically significant (p = .021). These results indicate that multimedia presentations were associated with strong levels of engagement across the assessed domains. However, regression analyses showed that engagement did not consistently predict multimedia use or effectiveness. Models involving real-world problem engagement and problem-solving engagement were generally non-significant, with low explanatory power. Student-centered learning showed a significant overall effect on multimedia use for real-world problem presentations (p = .047), although other regression models were not statistically significant. Individual predictors also indicated that students’ perception of active participation was significant in selected models. The findings suggest that multimedia presentations are most meaningful when intentionally integrated with student-centered, participatory, and problem-focused instructional strategies. The results underscore the importance of purposeful instructional design, teacher facilitation, and active learner participation.