Teaching Philippine Politics and Governance through Case Studies: Perceptions, Benefits and Challenges of Teachers and Students

Abstract

This study aimed to analyze teachers’ and students’ perceptions and challenges regarding the use of the case study approach in teaching Philippine Politics and Governance for senior high school students. Conducted through the lens of Case-Based Decision Theory (Gilboa & Schmeidler, 2001) and Instructional Design Theory (Merrill, 2002), the research positions case study as both a structured decision-making tool and a learner-centered instructional strategy that fosters authentic, skill-oriented learning. A descriptive research design was employed, following a research and development methodology that involved the design, creation, and tryout of a learning resource material (LRM) embedded with case studies. The study was carried out in the Schools Division of Laoag City and at Northwestern University, involving seven teachers of Philippine Politics and Governance and one pilot teacher, alongside senior high school Humanities and Social Sciences students. Data were collected over one academic term through purposive sampling using surveys and structured interviews administered before and after the pilot testing. Findings revealed that while teachers and students acknowledged the value of case studies in enhancing observation, analysis, summarization, reasoning, and recommendation skills, both groups experienced substantial challenges. Teachers identified communication barriers, limited confidence, heavy preparation demands, class size, and time constraints, while students highlighted case complexity, problems in expression, reliance on teachers, and the time-consuming nature of preparation. The study contributes to knowledge by documenting the pedagogical potential and limitations of case-based instruction in Philippine senior high schools. Practically, it emphasizes the importance of designing contextualized LRMs aligned with curricular standards to foster critical thinking and civic competence. At the policy level, it underscores the need for institutional support and teacher training. Nevertheless, challenges such as limited resources and teacher readiness remain, suggesting the importance of continuous evaluation and refinement to ensure successful integration.