Innovative Learning Strategies and Students’ Engagement in Social Science in Public Secondary High Schools

Innovative learning strategies are essential in boosting student engagement, especially in Social Science, where critical thinking and active participation are key. This study focused on Grade 11 Humanities and Social Sciences students in Public Secondary High Schools, analyzing how Art Performance, Creative Assignments, and Fieldwork impact engagement across skills, emotional, participation, and performance domains. Using descriptive and correlational research methods, data were collected via survey questionnaires from 2024-2025 academic year enrollers. Statistical tools like mean, standard deviation, Pearson r, and ANOVA aided in evaluating results. Findings revealed that innovative strategies were predominantly “Always Observed†in classrooms, with Art Performance and Creative Assignments being the most implemented, while Fieldwork was less frequent. Positive correlations emerged between Fieldwork and participation/performance, showcasing its effectiveness in enhancing student involvement and academic outcomes. Art Performance and Creative Assignments, however, had weaker or insignificant impacts on engagement aspects. These insights stress the necessity of interactive, student-centered approaches to optimize engagement. The study suggests further exploration into the long-term effects of innovative strategies and advocates for balancing experiential learning with skill development to maximize student engagement in diverse learning contexts.