Mark Paul I. Emralino

Pamantasan ng Lungsod ng San Pablo

DOI : https://doi.org/10.58806/ijsshmr.2025.v4i11n11

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ABSTRACT

This study explored the integration of glocalization into the 5E Lesson Plan Model and the enhancement of critical thinking skills among Grade 8 students in Araling Panlipunan, a core subject in the Philippine secondary education curriculum. Glocalization, a pedagogical approach that merges global and local perspectives, is increasingly relevant in today’s diverse and interconnected learning environments. The 5E model encompassing Engage, Explore, Explain, Elaborate, and Evaluate provides an inquiry-based framework that encourages active student participation. Utilizing a quasi-experimental, non-equivalent control group pre-test-post-test design, the research involved 80 students from Col. Lauro D. Dizon Memorial Integrated High School, divided into experimental and control groups. The experimental group received glocalized instruction integrated within the 5E model, while the control group followed traditional teaching methods. The integration of glocalization was perceived as highly observed across all 5E components. Both experimental and control groups exhibited generally low performance in critical thinking prior to the intervention but in post-intervention, the experimental group significantly outperformed the control group across all components of critical thinking. Using paired t-tests, the improvements in both groups were statistically significant. The findings indicate a significant improvement in the experimental group’s mean scores after exposure to the glocalized 5E Lesson Model, while no significant relationship was found between students’ perceptions and their critical thinking skills in Araling Panlipunan.

KEYWORDS:

Glocalization, 5E Lesson Plan Model, Critical Thinking, Social Studies, Araling Panlipunan

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VOlUME 04 ISSUE 11 November 2025