TEACHERS’ PERCEPTION AND ACCEPTABILITY OF INTERDISCIPLINARY TEACHING APPROACHES INTEGRATING MATHEMATICS, SCIENCE, AND SOCIAL STUDIES
The challenge of effectively integrating interdisciplinary teaching approaches in Mathematics, Science, and Social Studies remains a critical issue in contemporary education, particularly in aligning such methods with curriculum goals and classroom feasibility. This study investigates the perceptions and acceptability of these approaches among teachers at South Cotabato State College. Using descriptive statistics, Pearson’s correlation, and ANOVA, the research explores the relationship between teachers' perceptions and their willingness to adopt interdisciplinary methods, as well as differences across academic programs. The findings reveal a strong consensus on the relevance of interdisciplinary teaching but identify concerns regarding resource adequacy and time constraints. The study emphasizes the need for targeted professional development, resource enhancement, and curriculum restructuring to support the effective adoption of interdisciplinary strategies. This research contributes to the broader discourse on educational innovation and the practical implementation of integrated teaching methods.
Perception, Acceptability, Interdisciplinary Teaching, Integration, Mathematics, Science, Social Studies.