Students’ Valuations of the Significance of Araling Panlipunan and Receptiveness of Teachers’ Pedagogical Procedures

Participants were students of Bunsuran National High School, Pandi, Division of Bulacan during the School Year 2017-2018. Two null hypotheses were tested for their significance at a .05 level: (1) Students’ across gender and grade level do not differ in their interest towards Araling Panlipunan as a subject and their receptiveness of pedagogical procedures and (2) Students’ valuation of the significance and value of Araling Panlipunan as a subject and their receptiveness of the pedagogical procedures are not related. Pedagogical procedures focus on four (4) components: providing opportunities for self-motivation, escalating scholastic capabilities, consideration of learners’ uniqueness, and shoring up affective development. The following findings were arrived at : Majority of the students are high in their valuations as regards in significance and value of Araling Panlipunan as a subject. Majority of the pedagogical procedures in terms of recognizing learners’ uniqueness, and in enhancing emotional, social, and scholastic capabilities. Students across gender do not differ in their receptiveness of Araling Panlipunan and in their receptiveness of pedagogical procedures and performance; however, students across grade level differ in their receptiveness of Araling Panlipunan and in their receptiveness of pedagogical procedure. There exist significant relationship between students’ interests in Araling Panlipunan and their receptiveness of teachers’ pedagogical procedures along the four measures.