Social Studies Program and Development of Civic Competence Among Tertiary Students in Davao City
- Pionn Jay G. Cantiga
- Julieto Jr. T. Amil
- Anamarie G. Araiz
- Allen Vera V. Balvez
- Royce P. Bantiles
- Neil Jay M. Batoto
- Princess Alexena Faith B. Sangolian
- Alkhaser V. Sappayani
- 3912-3919
- Jun 12, 2025
- Social Science
Social Studies Program and Development of Civic Competence among Tertiary Students in Davao City
Pionn Jay G. Cantiga1, Julieto Jr. T. Amil2, Anamarie G. Araiz3, Allen Vera V. Balvez4, Royce P. Bantiles5, Neil Jay M. Batoto6, Princess Alexena Faith B. Sangolian7, Alkhaser V. Sappayani8
1,2,3,4,5,6,7Davao Central College
8Holy Cross of Davao College
DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000298
Received: 24 April 2025; Received: 08 May 2025; Accepted: 13 May 2025; Published: 12 June 2025
ABSTRACT
The study was primarily conducted to determine the relationship between the learning outcomes of the social studies program and the level of civic competence among DCC Tertiary Students. The study employed mean and Pearson’s r, which showed a significant relationship between the latent variables. The 67 respondents were chosen through simple random sampling from the tertiary students enrolled in the social studies program including 2nd year and 4th year and excluding 1st year and 3rd year social studies students. Researchers-made survey questionnaires were used in the data gathering, underwent validation from the content validators for validity, and underwent pilot testing for content reliability. Findings revealed that the latent variables: the societal issue awareness indicator in terms of civic competence, have the highest mean score, which indicates that it was manifested all the time. By this, the researchers concluded that the social studies students were able to manifest their duty as citizens and as future educators and that the program was successful in fostering empathy, understanding, and inclusivity, nurturing a more compassionate and supportive community in their future endeavors. Further, the economics indicator has the highest score in terms of the learning outcomes of the program, which means that it was manifested all the time, and it is essential for social studies students as it provides them with valuable analytical skills and decision-making tools from a global perspective. In a similar vein, the study found that students’ civic competence plays a significant role in achieving a successful teaching and learning environment field of education. Thus, the study recommends that institutions should maintain and intensify the quality of education that is offered in the Social Studies Program.
Keywords: Civic Competence, Social Issue Awareness, Social Studies Program, and Social Studies Students
INTRODUCTION
The world of today faces numerous issues, including economic crises, environmental degradation, social injustice, increased migration, etc. This dilemma has the potential to compromise fundamental values including freedom, democracy, and human rights; thus, we need a society capable of finding suitable solutions to global difficulties while maintaining fundamental values. In the current diversified society, young people must have a broad range of social citizenship competencies to live alongside each other and appreciate the otherness of others, and schools are one of the training grounds through which students learn these social citizenship skills. Research globally has consistently indicated a lack of sufficient financial literacy, particularly noticeable among young people, which raises serious concerns about individuals’ ability to secure their financial well-being (Garg & Singh, 2018). In the United States of America, it was observed that for the past 50 years, participation in all levels of civic participation has been declining. Americans engage less in voting, do not take part in communal activities, and are less likely to trust the government (Putnam, 2001; Holm, 2018). In a similar insight, Winthrop (2020) found that only 17 percent of the population in Washington trusts the government that they are doing the right thing for the good of their people. In the Philippines, the nation deals with major environmental issues like pollution, degradation, and deforestation. Thus, the government believes that it is important to promote community-centered and inclusive approaches from the ground up, alongside strengthening environmental education in schools (Republic of the Philippines 2017; Hoffmann & Muttarak, 2019). The civic competence of the Filipino youth at the national level reveals significant challenges, marked by low levels of civic and political engagement. In the local context, specifically in Davao City, Roncesvalles (2022), stated that most of the students in the city are not inclined to community activities and are less likely to engage in societal activities as they rather just do the things that benefit themselves. In Toril, Davao City, where the researchers intend to conduct the study, it has been observed that a significant number of students show little interest in participating in community initiatives and avoid engaging in discussions related to social issues. Instead, they prefer to remain neutral and focus on their pursuits. The researchers consider this trend worrisome, as students, especially social studies learners, are considered crucial for the development of the community as they are engaging in the study of society. Thus, the researchers emphasized the need to explore these variables further to address the gap and provide a deeper understanding of the local context regarding the relationship of the social studies program in developing civic competence among social studies learners at Davao Central College.
Theoretical Framework
This study is grounded in two foundational theories: Urie Bronfenbrenner’s Ecological Systems Theory (1979) and Jean Piaget’s Constructivism Theory (1953). Together, these theories provide a comprehensive lens through which the development of civic competence among students can be better understood. Bronfenbrenner’s Ecological Systems Theory emphasizes the dynamic interaction between individuals and the various systems within their social environments. According to this model, human development is influenced by multiple layers of context: the microsystem (immediate relationships and environments such as family, peers, and school), the mesosystem (interactions between different microsystems, like the connection between school and home), the ecosystem (external settings that indirectly affect the individual, such as a parent’s workplace), and the macrosystem (broader cultural and societal norms and values). Applying this framework to civic competence suggests that the development of responsible and engaged citizens is not shaped by isolated experiences but by the interplay of various social and institutional forces. Therefore, Social Studies programs must adopt an ecological approach—one that acknowledges and integrates these contextual influences to foster students’ civic awareness, participation, and responsibility. Complementing this ecological perspective is Jean Piaget’s Constructivism Theory, which posits that learners actively construct knowledge by interacting with their environment. Learning, according to Piaget, is a process through which students build their understanding based on experiences and reflection. In the context of civic education, this theory underscores the importance of engaging students in meaningful, hands-on, and reflective learning experiences. Constructivist learning environments encourage exploration of civic issues, promote critical thinking, and nurture a sense of personal and collective agency. Through participatory activities, discussions, and real-life applications, students are not only able to grasp complex civic concepts but also to relate them to their lived realities. These theories reinforce the idea that developing civic competence is a multifaceted process that requires both a supportive socio-ecological environment and an active, learner-centered pedagogical approach. By situating civic learning within both the structural context of society and the cognitive processes of the learner, Social Studies programs can more effectively equip students to become thoughtful, informed, and engaged citizens.
METHODOLOGY
The researcher employed a non-experimental quantitative research design, specifically utilizing the correlational method to examine the relationship between the learning outcomes of the Social Studies program and the level of civic competence among students. A correlational research design is used to investigate the extent and direction of relationships between variables without exerting control or manipulation over them. As noted by Beers (2021), this method is ideal for examining the nature of associations between a dependent variable and one or more independent variables, particularly in naturally occurring settings. The respondents of the study consisted of 67 students enrolled in the Social Studies program. A simple random sampling technique was employed to ensure equal chances of selection among qualified participants. According to Thomas (2023), a simple random sample is a randomly chosen subset of a population that follows specific inclusion and exclusion criteria. In this study, the inclusion criteria were limited to second-year and fourth-year students, as they had already been significantly exposed to the major subjects and core curriculum of the Social Studies program. In contrast, first-year students were excluded due to their limited exposure to the program, while third-year students were excluded to minimize potential biases that could arise from transitional academic experiences or varying
levels of course engagement. The research locale was Davao Central College, selected due to its accessibility to the researchers and its unique status as the only higher education institution in Toril, Davao City offering a Bachelor of Secondary Education major in Social Studies. This makes the institution a highly relevant site for the study, as the findings reflect the specific context and needs of social studies teacher education in the locality. The primary instrument used in this study was a researcher-made questionnaire, adapted and modified from existing tools. To ensure its validity, the instrument was evaluated by three content experts, who provided a validation rating of 4.67 out of 5.00, which is interpreted as high. Modifications were made based on expert recommendations to align the content with institutional goals and the preferences of the school head. The revised questionnaire was then subjected to pilot testing to assess its reliability. The results of the Cronbach’s Alpha showed a reliability coefficient of .949 for the Social Studies learning outcomes scale, and .922 for the civic competence scale—both indicating excellent reliability. The study was guided by the null hypothesis stating: “There is no significant relationship between the learning outcomes of the Social Studies program and the level of civic competence among DCC tertiary students.” To analyze the data, mean was used to determine the average responses of the participants, while Pearson r was employed to measure the strength and direction of the relationship between the variables. These statistical tools were used to describe, analyze, and interpret the results drawn from the gathered data.
RESULTS AND DISCUSSIONS
Table 1. The summary level of attainment of the learning outcomes of the social studies program.
Indicators | Mean | Descriptive Level |
History | 4.02 | High |
Economics | 4.17 | High |
Politics and Governance | 3.96 | High |
Geography | 3.93 | High |
Overall Mean | 4.02 | High |
Table 1 presents the summary level of attainment of the learning outcomes in the social studies program. The findings indicate that students attained a high level of competency across all four domains, with an overall mean of 4.02. This suggests that the program is generally effective in delivering the expected knowledge and skills in social studies. Among the indicators, Economics recorded the highest mean score of 4.17, suggesting that students are most proficient in understanding economic concepts and issues. This may be attributed to the relevance of economics in daily life, as students often encounter practical applications such as budgeting, prices, and basic market behavior. When students see the connection between classroom discussions and real-life experiences, their engagement and comprehension tend to increase. On the other hand, Geography received the lowest mean score of 3.93, though it still falls within the high descriptive level. This could indicate that while students have a general understanding of geographic concepts, there may be a need to enhance instructional strategies to strengthen their spatial awareness and application of geographic tools such as maps and globes. The slightly lower rating points to an opportunity for improvement in making geography more interactive and contextually relevant to learners. Overall, these results support the claim that the social studies program is fulfilling its purpose of equipping learners with the knowledge and skills necessary to understand and address societal issues. As emphasized by Kenna and Hensley (2019), one of the fundamental goals of social studies education is to prepare young individuals to engage thoughtfully and responsibly in civic life through the development of foundational knowledge in multiple social science disciplines.
Table 2. The summary level of development of civic competence.
Indicators | Mean | Descriptive Level |
Social awareness | 4.19 | High |
Economic competence | 4.16 | High |
Political participation | 3.88 | High |
Environmental preservation | 4.17 | High |
Overall Mean | 4.10 | High |
Statistics shown in Table 2 revealed that the overall mean is 4.10, which is interpreted as high. This suggests that the students have developed a strong sense of civic competence as a result of their engagement with the social studies program. Among the four indicators, Social Awareness recorded the highest mean score of 4.19, indicating that this area is most consistently demonstrated by the students. This implies that the students are highly conscious of social issues, community needs, and their roles as active and empathetic members of society. The strong showing in social awareness reflects the success of the social studies curriculum in nurturing students’ understanding of societal dynamics and their responsibility to contribute positively. In contrast, the lowest mean score was observed in Political Participation, with a mean of 3.88, although it still falls under the high descriptive level. This relatively lower score may point to the need for further encouragement and opportunities for students to engage in political or civic activities, such as school elections, debates, or community forums. While students are aware of political issues, they may not always feel empowered or motivated to participate actively in political processes. Despite the variation among the indicators, all aspects—social awareness, economic competence, political participation, and environmental preservation—registered high mean scores. This underscores the comprehensive impact of the social studies program in fostering a well-rounded civic disposition among learners. The findings support the work of LeCompte et al., (2019), who emphasized that students, through their involvement in school-related activities, develop civic knowledge, attitudes, and skills essential for responsible citizenship. Engaging in dialogues and forums where diverse perspectives on societal issues are shared not only enhances awareness but also sharpens communication and critical thinking skills—key elements of civic competence. Overall, the data reinforces the importance of a holistic and dynamic social studies curriculum—one that not only provides foundational knowledge but also empowers students to become informed, active, and thoughtful citizens prepared to contribute meaningfully to society.
Table 3. Significance of Relationship Between Social Studies Program and Civic Competence of Social Students
Social Studies Program (Indicators) | Civic Competence | |||
R | p-value | Decision on Ho @ 0.05 level of significance | Interpretation | |
History | 0.417 | .000 | Reject Ho | Significant |
Economics | 0.659 | .000 | Reject Ho | Significant |
Politics and Governance | 0.535 | .000 | Reject Ho | Significant |
Geography | 0.529 | .000 | Reject Ho | Significant |
Overall | 0.478 | .000 | Reject Ho | Significant |
Table 3 illustrates the significance of the relationship between the Social Studies program and the civic competence of students. The data reveal that the overall correlation coefficient (r) is 0.478 with a p-value of 0.000, indicating a moderate but statistically significant positive relationship between the two variables. Since the p-value is less than the 0.05 level of significance, the null hypothesis is rejected. This implies that the components of the Social Studies program—History, Economics, Politics and Governance, and Geography—are significantly correlated with the development of students’ civic competence. Among the specific domains, Economics showed the strongest correlation (r = 0.659), suggesting that the integration of economic literacy within the Social Studies curriculum has a substantial impact on students’ civic competence. On the other hand, History showed the lowest correlation (r = 0.417), but it still reflects a meaningful and statistically significant relationship, affirming the role of historical understanding in shaping civic values and national identity. These findings underscore the integral role of the Social Studies program in cultivating students’ civic awareness, participation, and responsibility. It implies that as students gain deeper insights into the four domains of the program, their abilities to critically engage with societal issues and contribute meaningfully to their communities also strengthen. This supports the position of the National Council for the Social Studies (NCSS, 2024), which emphasizes that the primary aim of the Social Studies curriculum is to foster civic competence—equipping students with the knowledge, skills, and values essential for informed and responsible participation in democratic life. The curriculum serves not only as an academic framework but also as a foundation for building active and engaged citizens who can think critically, make sound decisions, and collaborate for the common good. Therefore, the significant correlation found in this study validates the effectiveness of the Social Studies program in fulfilling its civic mission and reinforces the importance of continuously enriching its content and pedagogical approaches to further enhance students’ civic development.
CONCLUSION
The study explored how the social studies curriculum develops and enhances students’ understanding of civic responsibilities and their ability to engage with civic issues. Through quantitative analysis, the researchers assessed the relationship between the social studies program in fostering students’ development of civic responsibilities and their ability to engage with civic issues. With the results highlighted in the study, it can be manifested that the program has become successful in imparting knowledge, as evidenced by the enhanced understanding and engagement of students in civic responsibilities and social issues. Further, the findings show that students are not only aware of social issues but also engage critically, advocate for justice, and contribute to positive social change. Additionally, Economics, as a foundational component of the curriculum, equips students with analytical skills, decision-making tools, and citizenship abilities necessary for navigating a complex and interconnected world. Further, by cultivating social awareness, college students become empowered agents of social justice, equipped to address systemic inequalities and promote a more equitable and inclusive society. This success highlights the program’s role in preparing students to fulfill their duties as informed and active citizens.
RECOMMENDATION
Based on the findings and significance of the study, it is recommended that Davao Central College develop and implement programs that enhance students’ civic competence, thereby strengthening the institution’s role in promoting civic values. The Program Head should lead a thorough re-evaluation of learning outcomes by consulting stakeholders, aligning with educational standards, addressing emerging needs, emphasizing transferable skills, supporting teacher development, and engaging students in the process. The Office of Student Affairs and Services (OSAS) is encouraged to promote community service projects, support student-led initiatives, and regularly assess the effectiveness of civic education strategies by integrating innovative teaching methods and current events to make Social Studies more engaging and relevant. Parents should also be made aware of their role in fostering civic awareness, while students are encouraged to take active part in discussions, projects, and civic actions that enhance ownership of learning. Lastly, future researchers should conduct longitudinal studies to examine the long-term impact of civic education and broaden their scope to include other programs and departments for a more comprehensive perspective.
REFERENCES
- Garg, N., & Singh, S. . (2018). Financial literacy among youth. International Journal of Social Economics,. 45(1), 173–186. doi:10.1108/ijse-11-2016-0303.
- Hoffmann, R., & Muttarak, R. (2019). Greening through schooling: understanding the link between education and pro-environmental behavior in the Philippines. Environmental Research Letters. . doi:10.1088/1748-9326/ab5ea0.
- Holm, E. J. (2018). Unequal Cities, Unequal Participation: The Effect of Income Inequality on Civic Engagement. . The American Review of Public Administration, 027507401879121. doi:10.1177/0275074018791217 .
- Kenna, J. L., & Hensley, M. A. . (2019). Utilizing social media to promote civic engagement in the social studies classroom. . The Social Studies, 110(2), 86–94. https://doi.org/10.1080/00377996.2018.1524360.
- LeCompte, K., Blevins, B., & Piehl, T.R. (2019). Developing civic competence through action civics: A longitudinal look at the data. The Journal of Social Studies Research, https://www.researchgate.net/publication/331852862_Developing_civic_competence_through_action_civics_A_longitudinal_look_at_the_data.
- NCSS. (2024). https://www.socialstudies.org/standards/national-curriculum-standards-social-studies-introduction?fbclid=IwAR26OWu5hE96vu4YhTgpkJofmMXvCFpPa8t2NRqNNYnMWadNBggm79bcQzE_aem_AS9ZGpsIAuoQdhm8G2rvskSlg7zdn4NAKIuSFhSnOsm9dI6WieQnjNMTh58q8vezt-nFohf9HxJCqwc6ReFS.
- Putnam, R. (2001). Bowling alone: The collapse and revival of American community. . New York, NY: Simon & Schuster.
- Republic-of-the-Philippines. (2017). The National Environmental Education Action Plan 2018-2040.
- Roncesvalles, G. K. (2022). Social Competence and Civic Volunteerism of Senior High School Students in Davao City.
- Winthrop, R. (2020). The need for civic education in 21st-century schools. . https://www.brookings.edu/wpcontent/uploads/2020/04/BrookingsPolicy2020_BigIdeas_Winthrop_CivicEducation.pdf.
APPENDIX
SURVEY QUESTIONNAIRE
Name (Optional):________________________________ Date:__________
Year Level: [ ] 2nd [ ] 4th
Instruction: This questionnaire intends to find out if Social Studies Program has a significant relationship on the development of Civic Competence. Please read each question carefully, and kindly check the number that corresponds to your answer to each question.
Rating Scale:
- Strongly Disagree (4) Agree
- Disagree (5) Strongly Agree
- Neither Agree/Disagree
SOCIAL STUDIES PROGRAM WITH LEARNING OUTCOMES
Cronbach Alpha: 0.949=Excellent Reliability |
|||||
HISTORY
As a social studies major… |
5 | 4 | 3 | 2 | 1 |
1. I can determine the contribution of different colonizers in the Philippines. | |||||
2. I can explain the significance of celebrating cultural festivals in our country to honor and celebrate the reason for it. | |||||
3. I can expound on the impact of the Philippine War on our current generation. | |||||
4. I can name national heroes of the Philippines and discuss their contributions to our nation’s history based on their written accounts. | |||||
5. I can determine the contribution of different kinds of primary sources in understanding the Philippines and World history. | |||||
ECONOMICS
As a social studies major… |
5 | 4 | 3 | 2 | 1 |
1. I can explain the concept of production and distribution. | |||||
2. I can identify the relationship between demand and supply. | |||||
3. I can explain the concept of inflation and deflation. | |||||
4. I can describe the difference between unemployment, trade, and business cycle. | |||||
5. I can distinguish crucial factors of production such as labor, land, capital, entrepreneurship, and technology | |||||
6. I can describe how fiscal and monetary policy works | |||||
POLITICS AND GOVERNANCE
As a social studies major… |
5 | 4 | 3 | 2 | 1 |
1. I can explain the basic principles of democracy and the different forms of government. | |||||
2. I can emphasize the different ideas in terms of awareness of human rights violations, between old and new generations. | |||||
3. I can effectively engage in discussions about current political issues and events. | |||||
4. I can demonstrate awareness of human rights and responsibilities as a citizen. | |||||
5. I have a full grasp of all the articles embedded in the 1987 constitution. | |||||
GEOGRAPHY
As a social studies major… |
5 | 4 | 3 | 2 | 1 |
1. I can navigate location by using the world map and the globe. | |||||
2. I can explain the role of geography in shaping cultural landscapes and heritage preservation in a specific region. | |||||
3. I can understand and be able to explain major concepts and theories from urban geography (urbanization, central place theory, gentrification, segregation, etc.) | |||||
4. I can explain how geography influences one’s culture & religion | |||||
5. I can explore the impact of climate change on the migration patterns of wildlife in a specific geographic region | |||||
Instruction: Please read each question about the development of Civic Competence, and kindly check the number that corresponds to your answer to each item. Rating Scale: (1) Never Practice (4) Often Practice (2) Rarely Practice (5) Always Practice (3) Sometimes Practice |
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CIVIC COMPETENCE
Cronbach Alpha: 0.922=Excellent Reliability |
|||||
SOCIAL ISSUE AWARENESS
As a social studies major… |
5 | 4 | 3 | 2 | 1 |
1. I am aware of the rampant societal issues that have existed in the society. | |||||
2. I participate in some youth organization/s which help in resolving societal issues. | |||||
3. I obey policies commanded by the government for the good of everyone, e.g. using the pedestrian lane when crossing the street. | |||||
4. I am expressing awareness to mitigate fake news that is rampant in our society by reporting deceitful and unreliable information. | |||||
5. I am helping those who are posting online about gathering assistance to resolve a certain societal problem. | |||||
ECONOMIC COMPETENCE
As a social studies major… |
5 | 4 | 3 | 2 | 1 |
1. I have changed and improved my financial attitude. | |||||
2. I am literate enough to prioritize my needs over my wants. | |||||
3. I can think rationally in understanding and responding to economic crises. | |||||
4. I support local products more than international brands. | |||||
5. I do not engage with hoarding as I know it has a detrimental effect on society. | |||||
POLITICAL PARTICIPATION
As a social studies major… |
5 | 4 | 3 | 2 | 1 |
1. I participate in some rallies/initiatives to show my love for our country to correct the misbehavior done by some politicians in a certain sector. | |||||
2. I am being fair and unbiased among those who are vying for any political position so I can critically analyze their intent. | |||||
3. I encourage my community/family to choose those politicians who are deserving and those who are always willing to serve our nation. | |||||
4. I engage with political discourse so that I can grasp and share my knowledge with someone who has an opposing idea with me. | |||||
5. I practice my right as a citizen through voting and choosing those who are deserving to lead our community/nation. | |||||
ENVIRONMENTAL PRESERVATION
As a social studies major… |
5 | 4 | 3 | 2 | 1 |
1. I contribute to environmental preservation by practicing and raising awareness about its importance. | |||||
2. I use recyclable materials in my instructional materials to reduce waste in our environment. | |||||
3. I embody the importance of the Sustainable Development Goals in my daily life. | |||||
4. I use my time to introduce to children the importance of people’s Nature interactions. | |||||
5. I include environmental education in my teaching approaches as an education student. |
Signature: _______________