Utilization of Digital Learning Tool in Developing Social Science Skills among HUMSS Students

Abstract

Digital learning tools have emerged as a promising avenue for reshaping Social Science education. This study primarily aimed to examine the utilization of digital learning tools in developing the social science skills of students. Specifically, it sought to identify the types of digital learning tools used by students and determine the extent of their utilization. It also examined the significant difference between teachers’ and students’ assessments regarding the extent of digital tool utilization, assessed students’ social science skills and analyzed the significant relationship between digital learning tool utilization and these skills. A descriptive-quantitative research design was employed, utilizing a researcher-made questionnaire to gather relevant data. The findings revealed that digital learning tools were utilized to a moderate extent, and HUMSS students’ social science skills were likewise rated as moderately manifested. Statistical analysis showed a significant difference between teacher and student assessments in the utilization of digital tools for written works, but no significant difference was found in performance tasks and quarterly assessments. Moreover, a significant relationship was identified between the extent of digital learning tool utilization and students’ social science skills. Based on these findings, a digital supplementary learning package was developed to enhance Social Science instruction among HUMSS learners.