INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue VII July 2025  
Enhancing Grade 10 Students’ Civics and Citizenship Awareness  
Using the Smart Bullseye Strategy  
Aleah Maris U. Domingo., May Grace M. Gravino., Genelyn R. Baluyos  
Misamis University, Ozamiz City, Philippines  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.907000283  
Received: 08 July 2025; Accepted: 14 July 2025; Published: 13 August 2025  
ABSTRACT  
Araling Panlipunan promotes students' understanding of diverse histories and cultures. However, time  
constraints often prevent teachers from fully implementing flexible, student-centred approaches. This study  
aimed to enhance Grade 10 students' civics and citizenship awareness using the "Smart Bullseye" strategy during  
the 2024-2025 school year at a private institution in Ozamiz. The research utilized a single pretest-posttest  
research design involving 40 students selected through purposive sampling. Data were collected through a  
research-designed test questionnaire and analyzed using statistical tools, including mean, standard deviation, and  
t-test. Thus, the following are the key findings of the study: the level of students' civic and citizenship awareness  
before participating in Smart Bullseye Strategy fell under did not meet the expectations, the level of students'  
civic and citizenship awareness after participating in Smart Bullseye Strategy was outstanding, and there was a  
highly significant difference in students' civic and citizenship awareness before and after participating in Smart  
Bullseye Strategy. Implementing the Smart Bullseye Strategy significantly improves students' civics and  
citizenship awareness, promoting greater engagement and understanding. Educators may consider incorporating  
a range of effective teaching strategies to foster greater student engagement and improve their civics and  
citizenship awareness.  
Keywords: Araling Panlipunan, awareness, civics, citizenship, strategy  
INTRODUCTION  
Araling Panlipunan helps students develop a deeper understanding of the world by exploring the lives, values,  
and experiences of people from different times and places (Baliling & Venus, 2020). To deliver these lessons  
effectively, teachers employ a variety of methods and strategies (Emralino, 2023). However, the challenge of  
adapting to more flexible and student-centred approaches, rather than relying on traditional methods, is often  
constrained by time. The shift in education has placed greater emphasis on how students learn rather than  
focusing solely on how teachers teach. In fact, a study revealed that 4.42% of teachers frequently consider their  
instructional methods when teaching Araling Panlipunan, highlighting the growing awareness of student-centred  
practices (Searles, 2022). Araling Panlipunan serves as a bridge between the past, present, and future, allowing  
students to connect with history, navigate the present, and prepare for what lies ahead (Balante et al., 2023).  
Smart goals are developed by following specific guidelines. First, they must be Specific, meaning the goal clearly  
defines what is being pursued. Second, they should be Measurable, with a way to track progress through numbers  
or indicators. Third, they need to be Attainable, ensuring the goal is realistic and achievable. Fourth, the goal  
must be Realistic, meaning it should be practical and doable from a business perspective. Lastly, it should be  
Timely, with a set deadline for completion (Williams, 2019). Over time, as more people recognized the benefits  
of using SMART goals, the concept evolved into SMARTER goals (Lawlor, 2019).  
Research has shown that, despite the emergence of modern educational approaches, many teachers are still  
transitioning to strategies such as student-centred classrooms (Abbas et al., 2019). The strategy is designed for  
use by a teacher and a group of students working together. It is then easily transferred into a method for students'  
independent study (Lathan et al., 2020). For subjects like Araling Panlipunan, fostering a student-centred  
classroom that promotes critical thinking is particularly crucial (Searles, 2022). However, there is a need for  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue VII July 2025  
further research to explore how Araling Panlipunan teachers implement this approach and the challenges they  
encounter. Such a study would provide valuable insights into the practical applications of this strategy and its  
impact on both teaching practices and student outcomes.  
In a rapidly evolving world where civic engagement is crucial for social progress, equipping students with the  
skills and knowledge to participate meaningfully in their communities is more critical than ever. Civics education  
not only teaches students about governmental structures and societal norms but also encourages them to become  
active participants in shaping their civics and citizenship. In the context of Araling Panlipunan, which  
encompasses civics, history, culture, and society, the integration of game-based learning strategies remains  
underutilized. The Smart Bullseye Strategy offers several advantages. By encouraging individuals to set specific  
and meaningful goals, it increases clarity and motivation. The emphasis on measurability ensures that progress  
can be monitored and adjustments made as necessary. Attainability promotes realistic expectations, while  
relevance ensures alignment with larger ambitions. Finally, setting a timeframe creates momentum and prevents  
procrastination. Altogether, this strategy enhances the likelihood of goal achievement by fostering deliberate  
planning and focused effort.  
Despite the effectiveness of game-based learning, the potential to enhance Araling Panlipunan remains largely  
unexplored. Combining interactive activities with the structured framework of Smart Bullseye can create more  
dynamic, student-centred learning experiences, empowering students to become informed and active members  
of society (Miles, 2017).  
This action research aimed to enhance students’ engagement in civics and citizenship in one of the secondary  
schools in Misamis Occidental during the S.Y. 2024- 2025. The study focuses on active and meaningful learning  
by helping students organize their knowledge, spark curiosity, and reflect on their learning process in Araling  
Panlipunan subject in Misamis Occidental during S.Y. 2024-2025 using the "Smart Bullseye" Strategy. The  
research targeted a specific group of students, limiting the generalizability of findings to educational contexts.  
The study focused on student engagement through the use of the smart bullseye strategy, which, while effective  
for promoting participation and curiosity, did not explore other instructional approaches that might complement  
engagement. Incorporating smart bullseye into Araling Panlipunan lessons can foster a more interactive and  
collaborative learning environment. It encourages students to share their ideas and build on each other's  
contributions, making the lesson more engaging and dynamic. Social interaction plays a key role in linking a  
sense of belonging and social connectedness to students' roles in Araling Panlipunan (Hermosa, 2024).  
The researcher proposed Smart Bullseye to examine the mediating effect of social interaction on the relationship  
between a sense of civic engagement and social roles in Araling Panlipunan Grade 10 students. By introducing  
Smart Bullseye, students can promote collaboration and enhance the learning environment. The strategy aims to  
engage students actively, initially by making the connection between their prior knowledge and the information  
presented in the texts more tangible and concrete. This is achieved by eliciting what they already know about  
the specific information and how it is likely to be structured. Then, teachers guide the students to think of  
questions they need and want to have answered. Finally, students make notes and organize the old and new  
information in a graphic and elaborated written form.  
In this study, the researcher utilized “Smart Bullseye” to enhance the performance of Grade 10 students in  
Contemporary Issues at a particular secondary public school in Misamis Occidental during the 2024-2025 school  
year.  
Specifically, this study sought answers to the following questions:  
1. What is the level of students' civic and citizenship awareness before participating in the Smart Bullseye  
Strategy?  
2. What is the level of students' civic and citizenship awareness after participating in the Smart Bullseye  
Strategy?  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue VII July 2025  
3. Is there a significant difference in students' civic and citizenship awareness before and after participating in  
the Smart Bullseye Strategy?  
METHODOLOGY  
A. Research Design  
This study employs a single-group pretest-posttest design to enhance active classroom engagement through the  
use of the smart bullseye strategy. This method is well-suited for creating a dynamic and enjoyable learning  
experience. Incorporating smart bullseye encourages Grade 10 students to actively participate in discussions  
about current issues, helping them build confidence and stay engaged in the learning process.  
B. Research Setting  
The study took place at the junior high school level, focusing on Grade 10 students at a private secondary school  
in Ozamiz City. This school is a whole secondary institution, serving students from Grade 7 to Grade 12. This  
school offers Araling Panlipunan subjects and accepts students from diverse backgrounds. It offers subjects  
prescribed by the Department of Education and one of these is Araling Panlipunan.  
C. Respondents of the Study  
The participants of the study were 40 grade 10 learners from one section that the researcher was teaching. They  
were selected using a purposive sampling technique. The selection of the participants was based on the following  
criteria: students who are enrolled in the school year as grade 10 students for the academic year 2024-2025;  
students who had Araling Panlipunan subject; and students who gave their full consent to serve as respondents  
of the study. Before the survey is conducted, the researcher will ensure that all those criteria are met. However,  
the researcher will not include other sections of the same grade level in the study.  
D. Instruments  
This study utilized the following instrument:  
a) Civics and Citizenship Test. It is a 30-item researcher-made test used to measure student awareness of the  
4th grading period. These topics explore key issues, challenges, and developments related to civic duties,  
governance, and national identity. To ensure the validity of the assessment tool, it will undergo evaluation  
by experts, including the research adviser, school head, principal, and cooperating teacher. Apilot test will  
also be conducted with a separate group of students not involved in the main study. The reliability of the  
instrument will be confirmed by achieving a Cronbach's Alpha score between 0.7 and 1.0. This same  
instrument will be administered as both a pre-test and post-test.  
In determining the test performance, the following scale will be used.  
Score  
26-30  
23-25  
21-22  
18-20  
1-17  
Grade Equivalent  
90-100  
Interpretation  
Outstanding  
85-89  
Very Satisfactory  
Satisfactory  
80-84  
75-79  
Fairly Satisfactory  
Did not meet expectation  
74 below  
b) Lesson Plan. The researchers developed a research-based lesson plan that incorporates Smart Bullseye  
activities to enhance students' awareness of civics and citizenship. This approach is grounded in  
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educational strategies that promote active learning and meaningful participation. Prior to implementation,  
the lesson plan will be carefully reviewed by the cooperating teacher and revised by the researchers. The  
lesson will be implemented with Grade 10 students at a secondary school in Misamis Occidental during  
the 2024-2025 school year.  
E. Data Collection  
A. Pre-Implementation Phase. The researcher first sought authorization from the Dean of the College of  
Education. Upon receiving this, formal approval was requested from the school principal and the  
cooperating teacher. Once all necessary permissions and forms were secured, a pre-test was conducted  
to assess the student's level of engagement in the smart bullseye. The researcher also designed lesson  
plans and instructional materials that integrate smart bullseye learning into the teaching approach.  
Additionally, assessments and activities were developed in accordance with the teacher's lesson plans  
and PowerPoint presentations.  
B. Implementation Phase. The researchers presented and discussed lessons on contemporary issues using  
the smart bullseye activity as a collaborative learning strategy in the classroom. Detailed instructions will  
be provided to students on how the smart bullseye activity works, including its purpose, guidelines, and  
application during activities and assessments. After a month of implementing the strategy, an assessment  
was conducted to evaluate the level of student engagement in Contemporary issues.  
C. Post-Implementation Phase. The post-implementation phase involves compiling the data, analyzing the  
results, interpreting the findings, and reporting them to conclude. Recommendations will be provided,  
and the research study will undergo proofreading, editing, and finalization. Additionally, the research  
results will be shared with the relevant audience in a manner that is appropriate and suitable.  
F. Ethical Considerations  
All participants were fully informed about the study's objectives, procedures, and importance. Informed consent  
was obtained from each participant. The researcher ensured confidentiality by maintaining anonymity and  
guaranteeing that participants' names would not be disclosed (Mirza et al., 2023).  
The study complied with Republic Act No. 10173, the Data Privacy Act of 2012, to ensure the protection of  
participants' privacy and data security. All collected data were securely stored to maintain confidentiality.  
Participants were informed of their right to withdraw from the study at any point without facing any negative  
repercussions. If a participant experienced fatigue or chose to discontinue, their decision was respected, and their  
participation was terminated. Participants were reassured that their well-being would be safeguarded and that all  
shared information would remain confidential.  
G. Data Analysis  
The researcher utilized descriptive statistics, specifically the mean and standard deviation, to evaluate students'  
performance levels before and after the intervention was implemented.  
Mean and Standard Deviation. This will be used to assess the level of awareness among students before and  
after implementing the Smart Bullseye Strategy.  
T-Test. This tool will be used to explore the significant differences in students' awareness before and after using  
the Smart Bullseye Strategy.  
RESULTS AND DISCUSSION  
A. Level of Students' Civics and Citizenship Awareness Before Participating in Smart Bullseye Strategy  
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Table 1: Students' Civics and Citizenship Awareness Before Participating in SMART Bullseye Strategy  
Awareness Level  
Very Satisfactory  
Frequency  
Percentage  
5.00  
M
SD  
2
3
26.50  
18.33  
11.83  
12.90  
0.71  
0.58  
3.80  
4.66  
Fairly Satisfactory  
7.50  
Did Not Meet Expectations  
Overall Performance  
35  
40  
87.50  
100.00  
Note Scale: 26-30 (Outstanding); 23-25 (Very Satisfactory); 21-22 (Satisfactory); 18-20 (Fairly Satisfactory); 1-  
17 (Did Not Meet Expectations  
Table 1 presents the level of students’ awareness before participating in the Smart Bullseye Strategy. The data  
reveals that the overall performance of the students exhibited a "Did Not Meet Expectations" level of awareness  
prior to the intervention. This lower mean score (M) confirms that this group, by far the largest, exhibited a  
generally weak understanding before the intervention, and the standard deviation (SD) indicates a relatively  
more minor spread compared to the overall group, suggesting that students who did not meet expectations had a  
more consistent level of low awareness (M = 12.90; SD = 4.66).  
This large proportion underscores a significant gap in the student's initial understanding, highlighting a clear  
need for effective intervention. Thus, the substantial representation of students in the "Did Not Meet  
Expectations" category suggests a limited understanding or knowledge base regarding the subject matter before  
the implementation of the Smart Bullseye Strategy (M = 12.90; SD = 4.66).  
Students are unlikely to pay attention to a topic unless intentional efforts are made to engage their interest and  
sustain their focus. Civic Education teachers are, therefore, expected to be resourceful and innovative in their  
approach to teaching and learning. They must apply appropriate approaches in their teaching methods. (Oliver  
et al., 2020). Although civic participation is vital for sustaining healthy and lasting democracies, students often  
face or perceive challenges that restrict their involvement. Key barriers to civic engagement included difficulty  
collaborating with peers and adults, a lack of peer motivation, emotional and social hurdles, and insufficient  
resources (Bauml, 2024).  
Additionally, in the classroom setting, students are often given explicit criteria they must meet and are made  
aware of the accountability measures tied to these standards. They are usually expected to answer significantly  
more questions than they are encouraged to ask. Since autonomy is a key driver of self-motivation, it is not  
surprising that many students grow increasingly disengaged from learning as they advance through their  
education. This trend raises significant concerns about whether such a structured and restrictive educational  
model truly equips them for a rapidly evolving workforce that demands independence, critical thinking, and self-  
direction (Erwin, 2024).  
There are numerous teaching methods and learning styles, each designed to enhance students' learning abilities  
and improve their understanding and engagement. Educational principles and pedagogy emphasize the nature of  
students' learning, the selection of teaching tools, and the creation of a suitable classroom environment. Such  
strategies can support students in addressing their educational needs while also stimulating their cognitive  
abilities to expand their knowledge and foster deeper learning. (Abulhul, 2021).  
The study's findings emphasize the importance of teachers employing engaging teaching methods and promoting  
student autonomy to promote learning and participation. Addressing barriers to involvement and adapting to  
diverse learning styles can help students develop the skills needed for both academic success and future  
workforce challenges. The aspiration is for all students to develop into self-directed, lifelong learners  
characterized by qualities such as inquisitiveness, thoughtfulness, diligence, and intrinsic motivation. Achieving  
this necessitates ample opportunities for students to cultivate these mindsets and skills through practice.  
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Furthermore, fostering self-motivation involves providing students with choices regarding what and how they  
learn, enabling them to develop essential traits like curiosity, perseverance, and grit. Indeed, teachers played a  
crucial role in facilitating the teaching and learning activities.  
B. Level of Students’ Civics and Citizenship Awareness After Participating in Smart Bullseye Strategy  
Table 2: Student’s Civics and Citizenship Awareness After Participating in Smart Bullseye Strategy  
Awareness Level  
Outstanding  
Frequency  
Percentage  
77.50  
M
SD  
31  
5
27.61  
24.00  
22.00  
19.50  
26.48  
1.26  
0.71  
0.00  
0.71  
2.57  
Very Satisfactory  
Satisfactory  
12.50  
2
5.00  
Fairly Satisfactory  
Overall Performance  
2
5.00  
40  
100.00  
Note Scale: 26-30 (Outstanding); 23-25 (Very Satisfactory); 21-22 (Satisfactory); 18-20 (Fairly Satisfactory); 1-  
17 (Did Not Meet Expectations)  
Table 2 illustrates the students' level of civics and citizenship awareness following their participation in the Smart  
Bullseye Strategy. The results show that the majority of students achieved an "Outstanding" level of proficiency,  
indicating a significant improvement in their understanding following the intervention. The increased mean score  
(M) and relatively low standard deviation (SD) suggest not only a high level of awareness but also a consistent  
performance among students (M = 26.48; SD = 2.57).  
Students in the "Outstanding" category demonstrate the effectiveness of the Smart Bullseye Strategy in  
enhancing student comprehension and mastery of the subject matter. Moreover, the data imply that structured  
and engaging interventions like this can significantly enhance learning outcomes and reduce performance gaps,  
making them valuable tools for addressing students' initial learning deficiencies and promoting academic success  
(M = 26.48; SD = 2).  
Using effective teaching strategies helps students enhance their learning. Hence, teachers are encouraged to  
embrace creative and engaging teaching approaches that help students stay mentally present, think critically, and  
actively participate in the classroom. These approaches, known as Interactive Instructional Strategies, aim to  
make learning more meaningful and responsive to students' needs (Dhamija, 2020). So, "Effective Teaching  
Strategies" is a resource intended for teacher education students and educators across all levels of education,  
including Early Childhood, Primary, Secondary, Vocational Education and Training, and Higher Education. It is  
designed to help educators develop the skills necessary to teach effectively, empowering them to make informed,  
thoughtful decisions that enhance student learning and maximize educational outcomes (Killen & O'Toole,  
2023).  
Additionally, in the Araling Panlipunan subject, understanding citizenship is essential for forming identity and  
fostering active participation in community life. Civics education helps students understand their rights and  
responsibilities as citizens while also equipping them with the skills to participate in civic activities. Furthermore,  
Civics nurtures core values such as cooperation, tolerance, justice, democracy, and unity. The results of this study  
emphasize the importance of Civics in shaping individuals who are responsible, informed about their rights and  
obligations, and ready to play an active role in creating a better society (Mulyana, 2024). Moreover, Citizenship  
Education plays a key role in shaping democratic values in young people and society as a whole. It shows how  
these values can help guide the younger generation to better understand their rights and responsibilities as  
citizens. The best way to instill these democratic principles is through subjects taught in schools, with Citizenship  
Education being central to this process. Its goal is to nurture citizens who are aware of their roles in society,  
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capable of resolving conflicts peacefully, and committed to respecting unity and collaboration within their  
communities (Tuhuteru, 2023).  
The findings indicate that the Smart Bullseye Strategy significantly improves students' civics and citizenship  
awareness, resulting in enhanced understanding and consistent performance. This underscores the value of  
employing engaging and structured teaching methods to bridge learning gaps while highlighting the crucial role  
of Citizenship Education in developing responsible, knowledgeable, and active citizens. Accordingly, the  
implementation of Araling Panlipunan instructional strategies, coupled with the application of 21st-century  
teaching methods, shows that these approaches can effectively enrich and transform the teaching of Araling  
Panlipunan concepts. Teachers should go beyond traditional pen-and-paper materials and consider using more  
engaging and practical resources that inspire students to explore new ideas, such as integrating dynamic teaching  
strategies.  
C. Significance Difference in Students’ Civics and Citizenship Awareness Before and After Participating  
in Smart Bullseye Strategy  
Table 3: Student’s Civics and Citizenship Awareness Before and After Participating in Smart Bullseye Strategy  
Variables  
M
SD  
4.66  
2.57  
t-value  
p-value  
Decision  
Before Participating in Smart Bullseye Strategy  
After Participating in Smart Bullseye Strategy  
12.90  
26.48  
17.24  
0.00  
Reject Ho  
Ho: There is no difference in students' awareness before and after participating in SMART bullseye strategy.  
Note: Probability Value Scale: **p<0.01 (Highly Significant);*p<0.05 (Significant); p>0.05 (Not Significant)  
Table 3 presents an analysis of the significant difference in students' Civics and Citizenship Awareness before  
and after engaging in the Smart Bullseye Strategy. The data includes the mean (M), standard deviation (SD), t-  
value, p-value, and the conclusion regarding the null hypothesis (Ho). The results reveal a "highly significant"  
improvement in students' Civics and Citizenship Awareness following their participation in the Smart Bullseye  
Strategy. Specifically, the pre-participation awareness level (M = 12.90, SD = 4.66) is compared to the post-  
participation level (M = 26.48, SD = 2.57), revealing a substantial increase (t = 17.24, p < 0.001). A p-value of  
less than 0.01 indicates a statistically significant difference.  
These findings suggest that the Smart Bullseye Strategy effectively enhances students' Civics and Citizenship  
Awareness. The notable increase in the mean awareness scores highlights that the strategy has a significant  
impact on improving students' understanding and retention of the subject matter, with all findings showing highly  
significant differences (p < 0.01).  
Teachers are urged to implement differentiated instruction to better support and enhance students' learning  
(Langcuyan et al., 2024). Additionally, school administrators may consider implementing adaptable educational  
approaches that cater to the diverse learning styles of students. This could involve integrating technology into  
classrooms and providing teachers with training on differentiated instruction techniques. By employing various  
teaching strategies, educators can effectively cater to the diverse learning needs of their students (Abdugaram &  
Asiri, 2024). With this, Araling Panlipunan educators should prioritize continuous professional development to  
enhance their ability to foster effective study habits and improve their students' comprehension skills. They need  
to participate in specialized training and workshops that focus on identifying the distinct learning abilities of  
students and implementing differentiated instruction strategies in their lessons (Baliling, 2020). Indeed, teaching  
becomes more impactful when educators thoughtfully apply strategies that resonate with students' interests,  
creating a more engaging and meaningful learning experience for them (Naparan & Alinsug, 2021).  
The study's implications highlight the importance of integrating such strategies into instructional practices and  
ensuring ongoing professional development for educators to enhance student engagement and comprehension.  
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Hence, providing appropriate instructional materials and resources is vital to support effective teaching and  
learning. Additionally, the development of innovative instructional tools is recommended to enhance student  
learning outcomes across various disciplines. Continuous modification and refinement of teaching strategies  
may also be warranted to adequately address the evolving needs of learners. The innovation demonstrated  
significant potential for broader application across diverse educational contexts and subject areas, thereby  
making meaningful contributions to the comprehensive development of learners and enhancing pedagogical  
practices.  
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS  
Summary  
Araling Panlipunan promotes students' understanding of diverse histories and cultures. However, time  
constraints often prevent teachers from fully implementing flexible, student-centred approaches. This study  
aimed to enhance Grade 10 students' civics and citizenship awareness using the "Smart Bullseye" strategy during  
the 2024-2025 school year at a private institution in Ozamiz. The research utilized a classroom-based action  
research design involving 40 students selected through purposive sampling. Data was collected through a  
research-designed test questionnaire and analyzed using statistical methods. The study addressed the following  
research questions: 1) What is the level of students' civic and citizenship awareness before participating in the  
Smart Bullseye Strategy? 2) What is the level of students' civic and citizenship awareness after participating in  
the Smart Bullseye Strategy? 3) Is there a significant difference in students' civic and citizenship awareness  
before and after participating in the Smart Bullseye Strategy?  
Findings  
The following are the key findings of the study:  
1. The level of students' civic and citizenship awareness before participating in the Smart Bullseye Strategy did  
not meet expectations.  
2. The level of students' civic and citizenship awareness after participating in the Smart Bullseye Strategy was  
outstanding.  
3. There is a highly significant difference in students' civic and citizenship awareness before and after  
participating in the Smart Bullseye Strategy.  
Conclusions  
The study's findings led to the following conclusions: 1. Teachers who do not utilize effective strategies, such as  
the Smart Bullseye Strategy, struggle to fully engage students and enhance their civics and citizenship awareness.  
2. Implementing the Smart Bullseye Strategy significantly improves students' civics and citizenship awareness,  
promoting greater engagement and understanding.  
3. The difference in students' awareness before and after participating in the Smart Bullseye Strategy highlights  
the effectiveness of this approach in enhancing civics education.  
Recommendations  
1. Educators may consider incorporating a range of effective teaching strategies to foster greater student  
engagement and improve their civics and citizenship awareness.  
2. Students may take an active role in class discussions and activities, which can significantly enhance their  
learning and understanding of civic responsibilities.  
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3. School administrators may prioritize organizing workshops and seminars that equip teachers with innovative  
instructional techniques to improve student outcomes.  
4. Future studies may investigate the long-term effects of the Smart Bullseye Strategy on students' civics and  
citizenship awareness.  
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