FOSTERING COMMUNITY AWARENESS IN GRADE 1 SPED FAST B LEARNERS: INTEGRATING EXPERIENTIAL LEARNING STRATEGIES IN THE MAKABANSA SUBJECT UNDER THE REVISED K TO 12 CURRICULUM

LUGTU, ANALYN D.

Completed 2025

ABSTRACT

This study investigated the effectiveness of integrating experiential learning strategies to foster community awareness among Grade 1 SPED Fast B learners in the MAKABANSA subject under the Revised K to 12 Curriculum. Conducted at Balanga Elementary School, Schools Division of Balanga City, the research employed a mixed-methods approach, combining quantitative and qualitative data to assess learners’ performance in lessons focused on family, school, and community roles, specifically “Kasapi ng Pamilya,” “Tayo Bilang Kasapi ng Paaralan,” and “Tayo para sa Ating Pamayanan.” The intervention included activities such as roleplaying, community visits, and project-based learning aimed at enhancing learners’ practical understanding and civic responsibility. Findings revealed significant improvements in learners’ community awareness, academic engagement, and performance, especially in class participation, performance tasks, and quarterly assessments. The research also highlighted several limitations, including limited teacher resources, time constraints, and the diverse needs of SPED learners, which hindered the full implementation of experiential learning strategies. Despite these challenges, the study underscored the value of experiential learning in inclusive education and its potential to promote active citizenship and community involvement among young learners. The study recommends the development of additional interventions, teacher training, and supplemental resources to overcome barriers to effective implementation. The findings have implications for instructional design, promoting civic awareness and responsibility in early education while providing insights into how experiential learning can be adapted to support the diverse needs of SPED learners within the K-12 Curriculum.