Perceptions of Teachers in Social Studies Teaching: A phenomenological Approach
DOI:
https://doi.org/10.48017/dj.v11i4.3862Keywords:
Phenomenological approach, perceptions, teachers, social studiesAbstract
This study explored the perceptions of junior high school Social Studies teachers regarding the use of Learning Management Systems (LMS). Eight teachers from La Union Cultural Institute and Saint Louis College participated in face-to-face semi-structured interviews. Using a Giorgi’s descriptive phenomenological method, data were thematically analyzed. Two key themes emerged: Promoting Creativity through teacher’s use of LMS in Social Studies and Systematic Feedback Guiding Social Studies Teaching through LMS. These themes informed the creation of a thematic model illustrating teachers’ perceptions in Social Study instruction. Findings revealed that LMS enhances engagement, supports differentiated learning, and simplifies content delivery. The study concludes that understanding teacher experiences can inform effective strategies and pedagogies in Social Study. It is recommended that teachers utilize LMS features such as multimedia resources, interactive tools, and digital content to improve accessibility, enrich instruction, and foster a more dynamic and responsive learning environment.
References
Acala, J., & Dimasacat, A. C. B. (2023). Perceptions on the utilization of learning management system and its effects on the communication skills of private senior high school students in Manila. Asian Journal of Education and Social Studies.
Ajijola, E. M., Ogunlade, O. O., Aladesusi, G. A., & Olumorin, C. O. (2021). Perception of learning management system among distance learners in South-West Nigeria. Journal of Digital Learning and Education, 1(2), 72–84.
Aldila, A. S., Supriyono, L. A., Previana, C. N., & Habibie, D. R. (2024). The effectiveness of adaptive learning systems integrated with LMS in higher education. Jurnal KomtekInfo, 49–56.
Alhazi, A. K., Imtiaz, A., Al-Hammadi, F., & Kaed, E. (2021). Success and failure aspects of LMS in e-learning systems. International Journal of Interactive Mobile Technologies, 15(11).
Ali, Q., Abbas, A., Raza, A., Khan, M., Zulfiqar, H., Iqbal, M., et al. (2023). Exploring students’ perceived effectiveness of online education during the COVID-19 pandemic: Empirical analysis using structural equation modeling (SEM). Behavioral Sciences, 13(7), 578. https://doi.org/10.3390/bs13070578
Almusharraf, A. I. (2024). An investigation of university students’ perceptions of learning management systems: Insights for enhancing usability and engagement. Sustainability, 16(22). https://doi.org/10.3390/su162210037
Allam, H., Dempere, J., Kalota, F., & Hua, D. (2024). Enhancing educational continuity: Exploring factors affecting the success of learning management systems in Dubai higher education. Frontiers in Education, 9, 1382021. https://doi.org/10.3389/feduc.2024.1382021
Alzahrani, F. K. J., Alhalafawy, W. S., & Alshammary, F. M. H. (2023). Teachers’ perceptions of Madrasati learning management system (LMS) at public schools in Jeddah.
Anugrah, S., Supendra, D., Jalinus, N., Syahril, S., & Austin, D. A. (2025). The development of a hybrid learning management system with learning styles for creative learning. JOIV: International Journal on Informatics Visualization, 9(3). https://doi.org/10.30630/joiv.9.3.1021
Annamalai, N., Hashim, M., Mohd Yatim, S. A., Raju, G., Mohamad Yunus, N., & Kamal, S. S. L. A. (2025). Exploring the representation of multiple intelligences in LMS materials. Library Hi Tech.
Aprilia, T., Ardiansyah, A. R., & Riyanti, H. (2023). The feasibility of interactive multimedia and online quiz-based gamification on LMS thematic learning courses. Jurnal Prima Edukasia, 11(1). https://doi.org/10.21831/jpe.v11i1.120-133
Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of COVID-19 on higher education students. Sustainability, 12(20). https://doi.org/10.3390/su12208438
Artífice, A. F. V. P., Sarraipa, J., & Jardim-Goncalves, R. (2021). Improvement of student attention monitoring in LMS. In Computer-Mediated Communication.
Assaiqeli, A., Maniam, M., Farrah, M., Morgul, E., & Ramli, K. (2023). Challenges of ELT during the new normal. International Journal of Arabic-English Studies, 23(1), 377–400. https://doi.org/10.33806/ijaes2000.23.1.20
Auliana, R. (2023). Factors influencing student satisfaction in online learning. Pedagogia Jurnal Pendidikan, 13(1), 43–55. https://doi.org/10.21070/pedagogia.v13i1.1539
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L
Bariham, I., Ondigi, S. R., & Kiio, M. (2021). Preparedness of instructors for online learning. Social Education Research, 52–64.
Borabo, J. G., Diño, I. E., Gueta, J. A., et al. (2024). LMS utilization in Philippine secondary schools. Journal of Community Development Research, 17(2). https://doi.org/10.14456/jcdr-hs.2024.1
Bradley, V. M. (2021). LMS use with online instruction. International Journal of Technology in Education, 4(1), 68–92. https://doi.org/10.46328/ijte.36
Budiman, B., Supardi, S., & Sudrajat, S. (2023). Enhancing social sciences learning effectiveness with LMS. Jurnal Kependidikan, 7, 189–203. https://doi.org/10.21831/jk.v7i2.61782
Cahyani, N. M. W. S., et al. (2021). Blended online learning in EFL. Jurnal Pendidikan Teknologi dan Kejuruan, 18(2), 174. https://doi.org/10.23887/jptk-undiksha.v18i2.34659
Elfeky, A. I. M., & Elbyaly, M. Y. H. (2023). Virtual classroom use in LMS. Annals of Forest Research, 66(1), 1980–1990.
Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. A. (2020). Students’ perceptions on distance education. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00194-2
Fuady, I., Sutarjo, M. A. S., & Ernawati, E. (2021). Students’ perceptions of online learning media. Randwick International of Social Science Journal, 2(1), 51–56. https://doi.org/10.47175/rissj.v2i1.177
Furqon, M., et al. (2023). Impact of LMS usage on students. TEM Journal, 12, 1082–1089. https://doi.org/10.18421/TEM122-54
Ginting, D. S., et al. (2024). Student-centered learning in the digital age. IJERE, 13(3). https://doi.org/10.11591/ijere.v13i3.2006
Hasan, N., & Bao, Y. (2020). E-learning and psychological distress. Children and Youth Services Review, 118, 105355. https://doi.org/10.1016/j.childyouth.2020.105355
Huang, Q. (2022). Teachers’ intention to use LMS. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2062607
Hussein, E., et al. (2021). Attitudes toward online learning. Children and Youth Services Review, 119, 105699. https://doi.org/10.1016/j.childyouth.2020.105699
Kasumu, R. (2022). LMS in education: Benefits and drawbacks. IJTRET, 7, 17–23. https://doi.org/10.54473/IJTRET.2022.7103
Kerimbayev, N., et al. (2023). Student-centered approach in distance learning. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00261-5
Mahmud, M. E., et al. (2021). LMS in seamless learning. Al-Ishlah, 13(2). https://doi.org/10.35445/alishlah.v13i2.874
Nisak, S. K. (2024). Optimizing LMS in English learning. Zabags International Journal of Education, 2(2). https://doi.org/10.5281/zenodo.66
Puljak, L., et al. (2020). Attitudes toward e-learning. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02343-7
Rajab, M. H., et al. (2020). Challenges to online education. Cureus, 12(7). https://doi.org/10.7759/cureus.8966
Setiawan, B., & Rodgers, A. (2024). LMS satisfaction determinants. International Journal of Pedagogy and Teacher Education, 8(2). https://doi.org/10.20961/ijpte.v8i2.128
Tseng, H. (2020). LMS utilization and learning community. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2322
Ulanday, M. L., et al. (2021). Flexible learning in the new normal. Asian Journal of Distance Education, 16(2).
Waris, I., & Hameed, I. (2023). Teachers’ acceptance of LMS. Journal of Public Affairs, 23(1). https://doi.org/10.1002/pa.2821
Winstone, N., et al. (2021). Student engagement with feedback in LMS. Assessment & Evaluation in Higher Education, 46(4), 631–643. https://doi.org/10.1080/02602938.2020.182331
Winstone, N. E., & Pitt, E. (2021). Developing feedback literacy. Assessment & Evaluation in Higher Education, 46(2), 286–299. https://doi.org/10.1080/02602938.2020.182331
Yamamoto, G. T., & Altun, D. (2020). Rise of online education. Journal of University Research, 3(1), 25–34. https://doi.org/10.32329/uad.711110
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rowena Tadios, Hannah Camiring Picpican
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
