Effectiveness of Play-Based Approach in Teaching Araling Panlipunan 4 at Hebrio Lourdes Elementary School, Pasacao, Camarines Sur

Abstract

This study examined the effectiveness of play-based approaches in teaching Araling Panlipunan 4 at Hebrio Lourdes Elementary School, Pasacao, Camarines Sur. It described teachers’ demographic profiles, identified commonly used play-based strategies, and assessed their impact on students’ academic performance, engagement, and motivation, as well as the challenges encountered in implementation. Using a descriptive research design, data were collected through a survey questionnaire and analyzed using percentage and weighted mean. Findings revealed that teachers were mostly young, female, and early in their teaching careers, with many holding postgraduate degrees. Frequently used strategies included traditional Filipino games, dramatic play, and digital tools. Results showed that play-based approaches were highly effective in improving students’ academic performance, retention, engagement, and motivation, consistent with studies emphasizing the role of play in enhancing cognitive, social, and motivational development. Teacher and parental support further strengthened learning outcomes. Despite challenges such as limited resources, time constraints, and insufficient training, teachers perceived play-based learning as highly effective overall. The study concludes that play-based approaches significantly enhance learning in Araling Panlipunan and recommends continuous teacher training, monitoring, and support to sustain effective implementation.