A Simulation Game-Based Strategy for World History Instruction

The results of this study revealed the competence of students in the process of learning World History, the teaching practices of the teacher in achieving core historical competence, and the relationship between competence in learning World History and the teaching practices of the teacher in achieving the core competence of World History. A quantitative descriptive-correlational research design was used. The study was done in the three public secondary schools of Bunawan, Agusan del Sur namely Bunawan National High School, Libertad National High School, and Bunawan National High School – Consuelo Annex. The respondents included 17 Araling Panlipunan teachers selected through complete enumeration and 136 secondary students selected through purposive sampling. Researcher-developed questionnaires were used to measure students' competence in historical causation, evaluating evidence and sourcing, understanding historical perspective, synthesis and making connections across time and space, and argumentation and deconstruction of claims. The instruments also measured teachers' instructional practices in causation, evidence and sourcing, perspective tasks, synthesis and connection making, and argumentation and historiography. The instruments underwent expert validation and pilot testing, yielding reliability coefficients of 0.94 for the teachers' questionnaire and 0.91 for the students' questionnaire. Weighted mean and correlation analysis were used to analyze the data. Findings revealed that students were generally competent in World History, while teachers' instructional practices were moderately practiced. The relationship between students' competence and teachers' instructional practices was generally not significant, although significant positive relationships were found in synthesis and connection making and selected argumentation-related areas. The study concludes that World History instruction needs more targeted and competency-based strategies that strengthen sourcing, synthesis, and historical argumentation. Since the proposed simulation game-based strategy was developed from baseline and correlational findings, it should be tested in future pre-test and post-test or quasi-experimental studies

Simulation Game-Based Strategy, World History Instruction, Historical Competence, Instructional Practices, Social Science Education

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