Teachers’ Strategies on Reactivating Student Engagement

This study examined the strategies employed by teachers to reactivate student engagement in Araling Panlipunan among Grade 10 students in public schools in Sariaya, Quezon. It explored the challenges encountered by teachers in sustaining learner engagement and the approaches used to address these concerns. Utilizing a quantitative descriptive-survey design, data were gathered from 100 Grade 10 students selected through quota sampling based on sex and learning styles. A self-constructed questionnaire measured student perceptions of two major strategies: Differentiated Instruction and Interactive Teaching Methods. Results showed that students strongly agreed that both Differentiated Instruction (WAM = 3.31) and Interactive Methods (WAM = 3.27) effectively enhanced their engagement. Reading/writing (48%) and visual (39%) emerged as the most preferred learning styles. Although students identified low interest and distractions as common challenges (WAM = 3.31, Strongly Agree), they perceived varied instructional approaches and real-life applications as effective responses. Findings also showed no significant difference between male and female students’ responses. A weak yet statistically notable variation was observed among learning styles in their perceptions of differentiated instruction (p = .005), whereas interactive methods did not exhibit meaningful differences (p = .073). Overall, the results highlight the importance of aligning teaching strategies with students’ learning preferences to improve engagement, particularly through differentiated instruction. Guided by these insights, the study proposed a gamification-based teaching guide to support Araling Panlipunan teachers in developing inclusive and engaging lessons suitable for diverse learners.