Abstract

This study investigated the pedagogical effectiveness of PolGlobe, an interactive globe designed to support instruction on political ideologies among Grade 12 HUMSS students at Bestlink College of the Philippines. Recognizing the abstract nature of political ideologies and the limitations of conventional instruction, the study examined conceptual understanding, engagement, and critical thinking. Anchored in Allan Paivio’s Dual Coding Theory, it evaluated a dual-sensory medium that integrates visual mapping and textual content in Politics and Governance. An experimental research design was employed with 100 Grade 12 HUMSS students, divided into an experimental group (n = 51) and a control group (n = 49) through simple stratified sampling. Data were gathered using a researcher-made pretest and posttest, complemented by a validated survey questionnaire. The intervention involved instructional sessions using the PolGlobe, followed by assessments and survey administration. Quantitative results were analyzed through frequency distribution, weighted mean, standard deviation, and t-test to determine differences in academic performance and student engagement. Both groups showed posttest gains: the experimental-group mean increased from 7.45 to 12.33, while the control-group mean increased from 6.86 to 12.59. Although both instructional approaches were associated with improved academic performance, the experimental group reported greater engagement in participation, focus, motivation, and collaboration. PolGlobe received a composite weighted mean of 3.47 (“Strongly Agree”), and motivation to learn was the highest-rated factor (mean = 3.53). The findings indicate that PolGlobe supported engagement and comprehension in teaching political ideologies. Reported challenges included navigation difficulties, confusion in locating regions, and physical-accessibility concerns, indicating a need for improved instructional facilitation and ergonomic refinement. The study recommends integrating interactive tools such as PolGlobe into Social Studies instruction with teacher training and structured implementation.