Business Logic and Classroom Practice: A Qualitative Study on Teaching Applied Economics in Cluster 1, Davao City

Abstract

This qualitative study explored the lived experiences of Senior High School teachers in teaching Applied Economics in the Accountancy, Business, and Management (ABM) track within Cluster 1, Davao City. Specifically, it examined how teachers integrate economic concepts and business principles into classroom practice while addressing instructional challenges and facilitating meaningful learning experiences among students. A qualitative phenomenological research design was employed, and data were gathered through in-depth interviews with selected Senior High School teachers actively teaching Applied Economics. The informants of this study consisted of ten (10) Senior High School teachers handling Applied Economics in the ABM track at Cluster 1, Division of Davao City. Thematic analysis was utilized to identify recurring themes and patterns from the informants' narratives. Findings revealed that teachers promote meaningful learning through contextualized instruction, experiential activities, and real-world business applications that enhance students' critical thinking and decision-making skills. Informants emphasized that connecting lessons to authentic economic situations increases student engagement, participation, and understanding of economic concepts. However, teachers encountered challenges such as abstract topics, limited instructional resources, diverse learner abilities, and low student motivation. To address these concerns, teachers employed strategies including concept simplification, differentiated instruction, contextualization of lessons, collaborative learning, and peer support. The study further revealed that teaching Applied Economics strengthened teachers' adaptability, creativity, and commitment to professional growth. The findings emphasized the importance of continuous teacher training, updated learning resources, technology integration, and collaborative professional learning communities in improving Applied Economics instruction and learner outcomes.