Grade 8 Students’ Perceptions of Teachers’ Instructional Competence as a Predictor of Social Studies Process Skills
Keywords:
Convergent Parallel Mixed Methods, Grade 8 Students, Instructional Competence, Social Studies, Social Studies Process Skills, TPACKAbstract
Introduction: Social Studies process skills are essential for developing learners’ inquiry, analytical, interpretive, and critical-thinking abilities. However, the relationship between teachers’ instructional competence and students’ process skills remains insufficiently examined in the local secondary school context.
Objective: This study determined Grade 8 students’ perceptions of their teachers’ instructional competence and examined whether perceived instructional competence predicts their Social Studies process skills.
Methods: A convergent parallel mixed-methods design was employed. Quantitative data were obtained from 119 Grade 8 students selected through proportionate stratified random sampling using two validated questionnaires. Descriptive statistics and simple linear regression were used for analysis. Qualitative data were gathered through interviews with seven purposively selected students and analyzed thematically before integration with the quantitative findings.
Results: Students rated both teachers’ instructional competence and their Social Studies process skills at high levels, with Content Knowledge receiving the highest rating. Perceived instructional competence significantly predicted process skills (R = .758, R² = .575, β = .701, p < .001), explaining 57.5% of the variance. Qualitative findings identified four themes: effective and engaging instructional delivery, strong content mastery, technology-enhanced learning, and active development of Social Studies process skills.
Conclusions: Perceived instructional competence significantly predicted students’ Social Studies process skills, with qualitative findings providing contextual support. The findings underscore the importance of strengthening teachers’ pedagogical, content, and technological competencies to foster inquiry, analysis, and higher-order thinking in Social Studies.
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