Contextualizing and localizing assessments, allowing students to apply what they have learned in the actual world
(Navalta, 2021). Through Araling Panlipunan, pupils grow in their understanding of knowledge of the world,
including other cultures and their worth in various eras, locations, and circumstances. Additionally, they develop a
perspective on their surroundings and how it is developing (Lao-at, 2019). Araling Panlipunan (AP) is our backdoor
to the past, our current course in the present, and our front door to the future.
Academic success depends on interest, which is a potent motivating factor that drives learning, directs
academic and professional paths, and energizes learning (Tashlanovna, 2022). Unfortunately, most students regard
Araling Panlipunan, or social studies, to be uninteresting (Crisolo & Camposano, 2021). This is mostly due to the
subject's emphasis on history, economics, and politics, as well as government, the Constitution, and society. As a
result, students' perceptions of their learning are directly influenced by their interest, pedagogical impact, and
learning performance, and indirectly by their interactions with their instructors, their responsiveness, the way the
course is organized, their likeability/concern, and their learning performance, in which nearly all abilities,
information, routines, and attitudes are developed during the educational process.
Several characteristics, including interests, favorable psychological aspects, motivation, attitudes,
discipline, and others, are necessary to produce positive learning results (Herpratiwi & Ahmad, 2022).
Despite being an interesting subject, the literature reveals that students exhibit a lack of interest in Araling
Panlipunan, resulting in misbehavior during class discussions, a lack of motivation to learn, and failure to complete
the subject's tasks (Cosme, 2019). Moreover, existing pedagogies have failed to address this problem, resulting in
ineffective teaching and learning practices in the subject. Thus, there is a need to develop appropriate pedagogies
that should be creatively implemented to maximize opportunities and meet demands of the 21st-century effectivelearning. A deep grasp of how kids learn, particularly in Araling Panlipunan, will always be the foundation of
effective teaching tactics (Javina et al., 2019).
Despite existing studies on pedagogies that aim to enhance student interest and motivation in Araling
Panlipunan, a gap still exists in developing multimedia-based instruction that effectively addresses this issue.
Specifically, the literature reveals that while multimedia-based instruction is an effective teaching method in other
subjects, there are limited studies on how it can enhance student interest and motivation in Araling Panlipunan.
Thus, this study aims to develop and implement multimedia-based instructions that will effectively enhance students
interest and motivation in Araling Panlipunan among elementary grades.
Masayang Mundo ng Filipino - Kinder
•Activities are designed to motivate pre-schoolers to express themselves using short, simple sentences in Filipino
•There will be songs, rhymes, poems and stories for children
Contextualizing and localizing assessments, allowing students to apply what they have learned in the actual world
(Navalta, 2021). Through Araling Panlipunan, pupils grow in their understanding of knowledge of the world,
including other cultures and their worth in various eras, locations, and circumstances. Additionally, they develop a
perspective on their surroundings and how it is developing (Lao-at, 2019). Araling Panlipunan (AP) is our backdoor
to the past, our current course in the present, and our front door to the future.
Academic success depends on interest, which is a potent motivating factor that drives learning, directs
academic and professional paths, and energizes learning (Tashlanovna, 2022). Unfortunately, most students regard
Araling Panlipunan, or social studies, to be uninteresting (Crisolo & Camposano, 2021). This is mostly due to the
subject's emphasis on history, economics, and politics, as well as government, the Constitution, and society. As a
result, students' perceptions of their learning are directly influenced by their interest, pedagogical impact, and
learning performance, and indirectly by their interactions with their instructors, their responsiveness, the way the
course is organized, their likeability/concern, and their learning performance, in which nearly all abilities,
information, routines, and attitudes are developed during the educational process.
Several characteristics, including interests, favorable psychological aspects, motivation, attitudes,
discipline, and others, are necessary to produce positive learning results (Herpratiwi & Ahmad, 2022).
Despite being an interesting subject, the literature reveals that students exhibit a lack of interest in Araling
Panlipunan, resulting in misbehavior during class discussions, a lack of motivation to learn, and failure to complete
the subject's tasks (Cosme, 2019). Moreover, existing pedagogies have failed to address this problem, resulting in
ineffective teaching and learning practices in the subject. Thus, there is a need to develop appropriate pedagogies
that should be creatively implemented to maximize opportunities and meet demands of the 21st-century effectivelearning. A deep grasp of how kids learn, particularly in Araling Panlipunan, will always be the foundation of
effective teaching tactics (Javina et al., 2019).
Despite existing studies on pedagogies that aim to enhance student interest and motivation in Araling
Panlipunan, a gap still exists in developing multimedia-based instruction that effectively addresses this issue.
Specifically, the literature reveals that while multimedia-based instruction is an effective teaching method in other
subjects, there are limited studies on how it can enhance student interest and motivation in Araling Panlipunan.
Thus, this study aims to develop and implement multimedia-based instructions that will effectively enhance students
interest and motivation in Araling Panlipunan among elementary grades.
Masayang Mundo ng Filipino - Kinder
•Activities are designed to motivate pre-schoolers to express themselves using short, simple sentences in Filipino
•There will be songs, rhymes, poems and stories for children
1. 0
Araling Panlipunan
Quarter 2: Week 5
Learning Activity Sheets (LAS)
Pagpasigarbo Ako Pamilya
Mga Nagsuyat:
Yvonne I. Obligado & Genelyn L. Pagalpalan
Tuboran Elementary School
SDO-Siargao
2. 1
LEARNING ACTIVITY SHEETS (LAS)
Araling Panlipunan 1, Quarter 2, Week 5
Pagpasigarbo sa Ako Pamilya
Katujoan sa Pagkahibayo:
Maipasigarbo an istorya nan Kaugalingon na pamilya. (MELC
APIPAM-11c-8)
Mahikomparar an istorya nan imo pamilya sa istorya nan
pamilya sa imo classmate. (MELC APIPAM-11d-12)
Panguna nga mga Konsepto:
(Araling Panlipunan 1, LM., pages 99-102)
Hibayuan ta:
An kada pamilya jaoy istorya na maipasigarbo. Sa ini na
leksyon, mahisulti sanan maikomparar nimo an istorya nan
imo pamilya sa istorya nan pamilya sa imo classmate.
Mga Himuunon
Himuunon 1: An Istorya nan Ako Pamilya sanan sa Ako
Klasmeyt
Tagbasihan: Araling Panlipunan 1, LM., pp. 99-100
Katujoan: Maipasigarbo an istorya nan kaugalingon na
pamilya
Materyales: papel, lapis/ballpen
3. 2
Mga Pamaagi:
1. Tan-awa sanan basaha an retrato sanan basaha an estorya
nan duha ka pamilya.
2. Tubaga an mga pangutana na jaon sa ubos. Isuyat sa lain
na papel an letra nan sakto na tubag.
Pamilya Obligado
An amo pamilya mahilig magtanom nan mga gulay. Kami
tanan magtinabangay. Si tatay an maglukad nan lupa. Si
nanay an magbisbisay. Si kuya an magkabuay nan tubig.
Kami sab ni ate an magkuhaay nan bunga. Malipajon kami sa
amo ilaja.
Pamilya Pagalpalan
4. 3
An amo pamilya mahilig magtinda, amoy amo
taghibaw’an para kami makakwarta. Si tatay sanan si nanay
an mag-iban pag-tinda. Moapas sab kami kun humana an
amo klase.
1. Basi sa imo tagbasa, uno man na pamatasan an jaon sa ila
pamilya?
a. waya magtinabangay sa trabaho
b. nagtinabangay sa trabaho
2. Uno man na klase an imo kaganahan na pamilya?
a. malipajon na pamilya
b. maaway na pamilya
3. Uno man an dili angay nimo himoon?
a. motahod sa ginikanan
b. dili motahod sa ginikanan
4. Angay ba sab kaw motahod sa imo ate sanan kuya?
a. oo b. dili
5. Uno man an sakto na pamatasan para malipajon an isa ka
pamilya?
a. mag-away b. magminahalay
5. 4
Himuunon 2: Sakto na Pamatasan para sa Malipajon na
Pamilya
Tagbasihan: Araling Panlipunan 1, LM., pp. 99-100
Katujoan: Maipasigarbo an istorya nan kaugalingon na
pamilya.
Materyales: papel, lapis/ballpen
Pamaagi:
Basi sa imo kaugalingon pamilya, pilia-a an sakto na mga
pamatasan na angay nato sundon para malipajon an ato
pamilya. Basaha sanan pili-a an sakto na pamatasan na jaon
sa suyod sa kahon. Isuyat sa lain na papel an sakto na tubag.
Respeto Motabang sa mga trabahuon
Magminahalay Dili mamati sa ginikanan
Dili motabang Musugot kon sugoon
Mutahod sa ginikanan
6. 5
Himuunon 3: “Star Nimo” “Giya Nako”
Tagbasihan: Araling Panlipunan 1, pp. 99-100
Katujoan: Mahikomparar nimo an istorya nan imo pamilya sa
istorya nan pamilya sa imo classmate.
Materyales: papel, lapis/ballpen
Pamaagi:
Basi sa duha ka pamilya na imo nabasa, ikumparar mo an
imo pamilya kun hain sa duha an pareha kamo na istorya.
“Star Nimo” “Giya Nako”
Ibutang an imo impormasyon na tagpangajo sa tsart.
Ngayan sa
membro nan
pamilya
Apelido Bilang nan
membro nan
pamilya
Address o
Lugar na Tag
Huy-an
7. 6
Trabaho nan Tatay Trabaho nan
Nanay
Paborito na
Himuon nan
pamilya
RUBRIK SA PAG-ISKOR SA TUBAG SA HIMUUNON 3
5 points Kompleto an tubag
3 points Dili kompleto an tubag
0 points Waya maghatag nan tubag
8. 7
Reflection:
An kada pamilya jaoy istorya na maipasigarbo. Sa ini na
leksyon, mahisulti sanan maikomparar nimo an istorya nan
imo pamilya sa istorya nan pamilya sa imo calssmate. Uno
man na pamilya an imo kaganahan.
Butangi nan tsek (/) an imo kaganahan, butangi nan ekes
(x) an dili nimo kaganahan.
_______1. Pamilya na malipajon.
_______2. Pamilya na nagtinabangay.
_______3. Pamilya na sigi away.
_______4. Pamilya na mag ija-ijahay.
_______5. Pamilya na nagminahalay.
9. 8
Tagbasihan:
Abad, Ma. Corazon V. et al., 2017. Araling Panlipunan 1
Learner’s Material. Pasig City: Department of Education.
Budget of Works for the Most Essential Learning
Competencies, Araling Panlipunan 1, Week 5, Objective
1-5, Department of Education.
Most Essential Learning Competencies, Week 5, CG
Code: APIPAM-11c-8 & APIPAM-11d-12, Department of
Education.
10. 9
Giya sa Pagkorek:
Himuunon 1 Himuunon 2
1. b
2. a
3. b
4. a
5. b
1. respeto
2. magminahalay
3. mutahod sa ginikanan
4. Motabang sa mga trabahuon
5. musugot kon suguon
Himuunon 3 Himuunon 4
5 points- kun kompleto an 1. /
